Browsing by Subject "Gifted education"
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Item Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model(2011-12) Weisenburgh, Amy Boward; Vaughn, Sharon, 1952-; Dodd, Barbara Glenzing; Linan-Thompson, Sylvia; O'Reilly, Mark; Rieth, HerbThe Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.Item Gifted, bilingual, Mexican/Mexican-American students : using community cultural wealth as a strategy for negotiating paradoxes(2013-08) Beam-Conroy, Teddi Michele; Fránquiz, María E.This qualitative dissertation study examined the ways that nine gifted, bilingual Mexican/Mexican-American students negotiated paradoxes in their academic, linguistic, and cultural identities in a public high school in a large, south central Texas city. One theoretical lens, Critical Race Theory/Latino Critical Race Theory (CRT/LatCrit) was combined with phenomenological research methods to privilege the students' perspectives during the data collection process. An additional theoretical lens, the concept of Figured Worlds, was used to contextualize the setting, Chase High School. Both CRT/LatCrit and Figured Worlds were used to analyze interview, classroom and field observation, participant, school, and district artifacts, federal, state and local data collected over ten months of study. The investigation revealed that the participants braided the domains of community cultural wealth -- aspirational, navigational, linguistic, social, resistance, and familial capital -- into practices that grounded them in their bilingual, bicultural Mexican/Mexican-American identities as successful students.Item So far from home : portraits of Mexican-origin scholarship boys(2010-05) Carrillo, Juan Fernando; Urrieta, Luis; Valenzuela, Angela; Salinas, Cynthia S.; MacDonald, Victoria M.; Alan�s, IlianaUtilizing elements of Lightfoot and Davis’s (1997) portraiture method and life history interviews, this qualitative research study explores the portraits of four Mexican-origin scholarship boys. Two Mexican-origin students and two professors were selected from a snowball sample. A snowball sample consisted of gathering referrals from graduate students and faculty who contacted me through email to comment on their personal identification with the scholarship boy themes discussed in the essay I authored, "Lost in Degree: a Chicano PhD Student’s Search for Missing Clothes" (2007). I use the term “Mexican-origin” as a concept that identifies the subjects of this study as being of Mexican descent. All of the participants were born and raised in low SES, urban settings in the United States and they are children of Mexican-born parents. Hoggart’s (1957/2006) scholarship boy framework serves as the primary theoretical lens guiding this work. Rodriguez’s (1982) seminal work on this topic, Hunger of Memory, enumerates how this concept may apply to Mexican-origin scholarship boys. This study also utilizes Dubois’s (1903) double consciousness and Anzaldúa’s (1999) mestiza consciousness to analyze the ways in which Mexican-origin scholarship boys used culturally situated constructions of giftedness, “ghetto nerd” (Diaz, 2007) masculinities, and philosophical perspectives related to “home” to pursue academic excellence and cope/challenge the microgressions they experienced in K-12 schooling and higher education. The scholarship boys in this research provide critical information germane to the struggles and strategies used by academically successful Mexican-origin students as they negotiate the experiences related to the contrasting working-class culture of their upbringing and the middle-class culture of academia. While studies often focus on academically low-performing Latino students, this work explores the narratives of working-class Latino students who attained a graduate level education. Moreover, this research complicates clean “victory narratives” by unearthing various aspects of loss and gain inherent to the Mexican-origin scholarship boy trajectory. Findings inform scholarship in the areas of pedagogy, education reform, philosophy of education, education policy, curriculum, and revisionist conceptualizations of giftedness and human development.