Assistant Professor University of Alabama, Alabama
Short description: Many researchers focus on the equitable representation and identification of students in gifted education programs. However, the uptake of research implications has been mixed at best. This survey sought to understand the perceptions of gifted education coordinators regarding equitable identification processes. We share our findings, including areas of practitioner interest, to guide researchers in planning future studies.
Learning Outcomes: Participants will:
Be able to recognize key areas of concern and interest in equitable identification
Learn to identify specific areas of future research that are needed to address issues of practice around equitable identification