Though qualitative research has become more prevalent in practice over the last 30 years, there is still considerable uncertainty among researchers regarding how to ensure inter-rater consistency when teams are tasked with coding qualitative data. In this article, we offer an explanation of a methodology that our qualitative team used to achieve systematic coding of our dataset in a way that preserved the contextual, subjective nature of the data, lent itself to the deductive and inductive creation of a layered codebook, and ensured consistent application of the codebook to varied types of data. This methodology prepared us to draw logical and substantiated conclusions during subsequent analyses; hence, the process serves as a welcome addition to the literature on consistently coding qualitative data in a manner that honors its defining characteristics.
Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.
English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs’ time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted.
Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and district-level gifted policies and district and school-level reported practices in two states’ gifted services. Although state and district policies reflected fairly close alignment with recommended practices, district and school reported practices reflected only partial alignment. We discuss implications of these findings for gifted programs and policy at the state and local levels.
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