Publication Date

2025

Advisor(s) - Committee Chair

Janet Tassell, Mary Evans, Tracy Inman

Degree Program

Department of Educational Administration, Leadership and Research

Degree Type

Specialist in Education

Abstract

This mixed methods study explored the research question “How do teachers' perceptions of giftedness influence their gifted identification practices of ELL students?” The research included 11 participants—six ESL teachers and five general education teachers—from six schools within the same district. Quantitative data showed that while both ESL and general education teachers expressed confidence in identifying giftedness in ELL students, ESL teachers demonstrated greater awareness and advocacy for nontraditional assessment methods and emphasized the importance of cultural considerations during identification. In contrast, general education teachers were less likely to view cultural differences as a factor. Both groups identified language barriers as a significant obstacle. The interview data uncovered a lack of training in identifying gifted ELL students, reliance on general education teacher recommendations in the identification process, and the shared belief in the value of nontraditional assessment methods. Meta-inferences indicated a disconnect between teachers' confidence and their preparation, as well as differences in perspectives on the role of cultural influences. These findings emphasized the need for integrated training about gifted ELLs and collaborative identification practices that include the insights of ESL teachers and address the unique characteristics of gifted ELL students.

Disciplines

Education | Gifted Education

Download

Share

COinS