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2017 WCGTC Biennial World Conference

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2.2.6 Understanding educators perceptions and practices regarding culturally and linguistically diverse gifted learners

Culturally and linguistically diverse students are being denied access to gifted programming in the United States at an alarming rate. While there are many factors that influence student participation in gifted programming, none are as influential as the perceptions and corresponding practices of the educators with whom these students work. This session will share the results and recommendations of an exploratory case study that sought to understand the perceptions and practices of educators at a school in a large urban district.

Author(s):

Robin Greene
rgreene12@gmail.com
Denver Public Schools
United States

Robin Greene is completing Doctorate of Education from the University of Denver in Curriculum and Instruction with a specialization in Gifted Education. She earned her Masters degree in Administration from Texas Christian University and her Bachelors from the University of Texas-Arlington. She is currently the Gifted and Talented Academic Program Manager of the largest school district in Colorado and has been a classroom teacher, gifted and talented teacher, curriculum coordinator, and GT Coordinator.

 

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