Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study

• In Event: Marriott Roundtable Session 1
  In Paper Session: Culturally Responsive Leadership Practice

Abstract

The purpose of this study was to gain a deeper understanding of how school leaders utilize culturally responsive school leadership to approach gifted identification in a school that serves racially, ethnically, linguistically, and economically diverse students. This study utilized descriptive case study methods to examine the screening of first-grade students using data collected over six weeks through interviews, a focus group, journaling, and document reviews. Data analysis employed an iterative coding process to recognize themes and develop thick descriptions of the gifted identification process within this context. Study participants directly or indirectly provided educational services for the screened students. The findings and conclusions can help school leaders build capacity for identifying and serving gifted students from diverse backgrounds.

Authors

• Kim Kranzlein, Cobb County School District

• Kristina Brezicha, Georgia State University