ORCID
0009-0002-8993-1671
Keywords
Principal, Underrepresented, school leader, gifted, high ability, implementation
Abstract
Researchers consider the underrepresentation of Black, English Language Learner, and Low Economic status students who are high ability in gifted and advanced programs, an issue largely due to multiple issues (i.e. lack of standard definition or single conception, identification testing flaws, bias). Though many district and school related mitigation factors have been studied and suggested, there is very little research on the school principal and their role in mitigating these effects. This sequential, exploratory mixed methods study examined the challenges leaders face when implementing policies and processes for supporting and recognizing Black, English language learner, and low socio-economic students who are high ability. The study also examined leadership behaviors utilized by principals and potential support needed to implement such policies and programs to sustainability. The first phase of the study included semi-structured interviews with principals in a Central Florida urban school district, and data gleaned from the first phase was used to create and propose an instrument (‘Principal’s High Ability Student Support for Equity Scale’) that may be utilized to gauge areas that principals need support in implementation. Statistical analysis was completed, and findings suggest a need for support in principal background and contextual impacts to implementation. Findings were discussed and a proposed framework introduced with recommendations for future research.
Completion Date
2024
Semester
Fall
Committee Chair
Gillian Eriksson
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Curriculum and Instruction
Degree Program
Curriculum and Instruction
Format
Identifier
DP0029052
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
Orlando (Main) Campus
STARS Citation
Winston, Nadia N., "The Role of The Principal in The Recognition of High Ability Students Who Are Black, English Language Learners, and Low Socio-Economic Status" (2024). Graduate Thesis and Dissertation post-2024. 84.
https://stars.library.ucf.edu/etd2024/84
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