dc.contributor.author	Harvey, Erin Ethridge
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-05-02T15:22:36Z
dc.date.available	2022-05-02T15:22:36Z
dc.date.issued	2021-12
dc.identifier.other	61DCA798-1861-0C8E-42C9-82279AFFF6F7	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5398
dc.description.abstract	Since the end of the late 19th and early 20th centuries, the Department of Education has made efforts to provide services for the nation’s most academically advanced students (Colangelo et al., 1999). In the 1930s, the U.S. federal government stopped pushing educational advances to challenge academically advanced students because of the financial strain of the Great Depression (Colangelo et al., 1999). However, during World War II, there was a shortage of educated men in the country, which worked to the advantage of high ability students because universities offered early entrance programs for academically advanced students. These programs continued to the Korean War (Colangelo et al., 1999). Thus, when the former Soviet Union launched the satellite Sputnik in 1957, the United States realized it needed to do more to challenge and educate America’s most capable and brilliant youth (VanTassel-Baska, 2018) and tried to identify and educate the country’s brightest students (Colangelo et al., 1999). Since its implementation, educators have met gifted education with great enthusiasm and criticism (Ford, 2011). Keywords: middle school; gifted education; critical race theory; theory of multiple intelligence; rural education; African Americans;	en_US
dc.description.tableofcontents	Chapter I INTRODUCTION 1 -- Statement of the Problem 2 -- Purpose 3 -- Research Questions 3 -- Significance of Study 3 -- Conceptual Framework 4 -- Personal Interest 4 -- Existing Literature 6 -- Summary of Methodology 7 -- Limitations 7 -- Chapter Summary 9 -- Definition of Terms 10 -- Chapter II LITERATURE REVIEW 12 -- Introduction 12 -- Gardner’s Theory of Multiple Intelligence 13 -- Gifted Identification Tests 17 -- Critical Race Theory 22 -- Gifted Education Programs 26 -- Gifted Education in Rural Communities 29 -- Potential Barriers 34 -- Strategies for Recruitment and Retention 36 -- Teacher Preparation Programs 39 -- Multicultural Education 43 -- Chapter Summary 46 -- Chapter III METHODOLOGY 47 -- Research Questions 48 -- Research Design 48 -- Setting 49 -- Role of Researcher 51 -- Participants 51 -- Data Collection 53 -- Interviews and Documentation 53 -- Instrumentation 55 -- Data Analysis 55 -- Document Data Analysis 56 -- Validity and Credibility 57 -- Ethical Considerations 58 -- Chapter Summary 59 -- Chapter IV PROFILES 60 -- Participants 60 -- Table 1 61 -- Charlotte 62 -- Evelyn 67 -- Kim 73 -- Daniel 76 -- Olivia 79 -- William 83 -- Catherine 87 -- Chapter Summary 91 -- Chapter V FINDINGS 92 -- Purpose 92 -- Research Questions 92 -- Significance 93 -- Themes 93 -- Table 2 95 -- Theme I 97 -- Theme II 102 -- Theme III 106 -- Theme IV 111 -- Chapter Summary 114 -- Chapter VI DISCUSSIONS AND CONCLUSION 116 -- Research Questions: Final Summary 118 -- Connection the Findings to Conceptual Framework 127 -- Implications of the Study 129 -- Limitations of the Study 131 -- Recommendations for Future Research 133 -- Final Conclusion 134	en_US
dc.format.extent	1 electronic document and derivatives, 173 pages. 1214929 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	African Americans	en_US
dc.subject	Critical race theory	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Rural	en_US
dc.subject	Gifted children--Education	en_US
dc.subject	Middle schools	en_US
dc.subject	Multiple intelligences	en_US
dc.title	Strategies and Practices used by Veteran Educational Leaders to Identify African American Students for Gifted Education in Rural Georgia Middle Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Tsemunhu, Rudo
dc.description.committee	Rieger, Alicja
dc.description.committee	Lairsey, John
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US