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dc.contributor.authorHolloman, Ronald Alexanderen_US
dc.date.accessioned2017-04-06T15:44:10Z
dc.date.available2017-04-06T15:44:10Z
dc.date.issued2011-10-28en_US
dc.identifier.otheretd-11082011-220933en_US
dc.identifier.urihttp://hdl.handle.net/10919/77253
dc.description.abstractThis study examined school divisions in the Commonwealth whose percentage African American students in gifted education were proportionate or nearly proportionate to their representation in the general student body in order to determine if there were any commonalities in their selection criteria. The conceptual framework suggests the type of assessments, professional development, multiple criteria, and students' self-perceptions are significant factors that determine the proportionality of African American students in gifted education programs within the Commonwealth. The reader has been provided with information on the historical perspective of disproportionate representation African Americans traditionally endured in gifted education. Data collected from interviews of directors of gifted education in school divisions that reported proportional representation of African American students in the area of General Intellectual Aptitude in gifted education. An analysis of the data revealed participating school divisions provided professional development on identifying underrepresented populations, used at least six multiple criteria options, selected both achievement and aptitude assessments during the screening process, and provided support for students' self-perceptions with a variety of programs which resulted in a proportional or near proportional African American representation in their gifted programs.
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectunderrepresentationen_US
dc.subjectpopulationsen_US
dc.subjectminorityen_US
dc.titleThe Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Educationen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairCash, Carol S.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.contributor.committeememberJohnson, Patriciaen_US
dc.contributor.committeememberPrice, Ted. S.en_US
dc.type.dcmitypeTexten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11082011-220933/en_US
dc.date.sdate2011-11-08en_US
dc.date.rdate2016-09-30
dc.date.adate2011-12-06en_US


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