Building Community in the Classroom for Culturally Linguistically Economically Diverse Gifted Learners

<p>The purpose of this study was to explore the perceptions of active community building in a classroom with culturally linguistically economically diverse (CLED) gifted learners in a semirural school district who underachieve. The central research question was, how does actively building classroom community interact with CLED gifted learners who underachieve? The research questions were the following: What are educators’ perceptions of CLED gifted learners who underachieve? How do educators implement community-building in the classroom? What are parents’ perceptions of actively building community in the classroom with CLED gifted learners who underachieve? The four primary categories that emerged were (a) meeting learners’ socio-emotional needs, (b) providing choices to promote independence, (c) differentiation of content, process, and assessment, and (d) engaging with families to connect with the child. Generalizations from these categories led to the emergence of three overarching themes: empowerment, safe environment, and teacher-family relationships. These findings indicated that actively building community in the classroom has a positive effect on CLED gifted learners who underachieve.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation in Practice

Year dc:date.available

2020

Author dc:creator

• Norberto-Whipple, Michelle Elaine

Contributors dc:contributor

• Norma L. Hafenstein
• Paul Michalec
• Jessica Howard
• Lindsey Reinert

• Community
• Gifted
• Underachieve
• Education
• Gifted Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1813

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2809