Whose Talent Gets Developed? Inspiring Teachers to Challenge Gifted Students

Presenter: Julia Miller

Research Category: Interdisciplinary Topics, Centers and Institutes
College: College of Professional Studies
Major(s): Education
Graduation Date: 2022

High ability students at low performing schools are unlikely to be identified or have access to gifted programming or differentiated material. Utilizing focus groups, this study determined that New Orleans teachers are inadequately prepared to enact differentiated instruction for higher ability students due to lack of support, training, and resources. This affects the mindsets of teachers, resulting in feelings of guilt when unable, or fulfillment when able to truly differentiate. The findings indicate the need for targeted training through a social justice lens for regular classroom teachers in the areas of gifted differentiation in order to stop perpetuating inequities in our systems.