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EQUITY IN GIFTED EDUCATION PROGRAMS - NU Repository

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If the Submission contains material for which I do not own the copyright, I acknowledge that I have obtained unrestricted permission from the copyright owner to grant NU the rights required by this license and that such third-party-owned material is clearly identified and. An initiative of Kazakhstan's education system, teaching gifted children has been a matter of national importance for the past two decades.

Background of the study

Four years later, the Law on “State Support and Development of Schools for Gifted Children” came into force, and the conditions for improving gifted education were created by President Nazarbayev (MOES, 1996). Overall, participating in specialized education programs for gifted children has many advantages compared to studying in traditional schools.

Statement of the problem

The Universal Declaration of Human Rights Act” (1948), “The International Covenant on Economic, Social and Cultural Rights” (1966), and the UNESCO Sustainable Development Goals (2017). Although underrepresentation of learners outside the dominant culture in gifted programs is a global phenomenon (Callahan, 2005), there is a lack of research into the understanding of equity in gifted education programs in the Kazakhstani context.

Purpose of the study and research questions

Significance of the study

Outline of the study

An overview of the method and the research design used can be found in the following chapter.

Introduction

Theoretical framework

That is, a society's predisposition to this theory can be seen in implicit and explicit ways of distributing resources among its individuals. This fits perfectly with the overarching questions of this research and makes this theory essential for this research.

Conceptual framework

Definition of giftedness

Each school sets its goals and vision on gifted education based on its needs and directions. This emphasis on intellectual curiosity, rich imagination, the ability to solve problems, and the ability to think creatively is most aligned with the first model of gifted education discussed above.

Definition of equity and equality

Meanwhile, Benadusi (2006) stated that equity as a separate concept emerged only in the late 1990s and early 21st century. In the Kazakh context, the concept of justice is often implied by the concept of equality.

Equity in gifted education programs

The third term "equal opportunities" refers to the distribution of resources so that all students from rural regions have equal opportunities. It only means ensuring equal access to obtaining a quality education that meets the needs of individuals.

Exploring barriers to equity in gifted education

Another set of issues in gifted education may be related to the combination of low. The co-occurrence of giftedness and special educational needs can also be an obstacle to enrollment in educational programs for the gifted.

Achieving educational equity

Nevertheless, recommendations for equity in gifted education programs primarily focus on equal access and student identification procedures. An example of the recognition of these issues among promising students from low-income families can be seen in the work of the John Hopkins Center for Talented.

Conclusion

The scope of the barriers to fair access cannot only be determined by the aforementioned problem of 'capacity', but is also closely linked to the 'will' of stakeholders. Identifying pervasive barriers to equal access and participation in gifted education programs contributes to understanding the significance of context, funding, and leadership issues.

Introduction

Research paradigm

In the case of this research, it will try to identify unequal access to opportunities as presented in different talent education policies, which will explain a lower representation of students from different backgrounds. It is also assumed that the potential barriers to justice may be caused by existing unjust policies, which are the core issues of a critical paradigm.

Research design and rationale

As stated by Guba and Lincoln (1989), the central effort of the Interpretivist paradigm is to understand the subjective world of human experience. Through the narrative form of the research, the participants of the study can share their reflections on the implementation of gifted education programs within their schools, while the phenomenological nature of the study allows to explore the attitudes of the principals towards the phenomena of equality in the education policies of the talented.

Research site

It will help one to see a detailed picture of what, why and how the survey participants think about equality issues and their feelings about existing policies in talent training programs. Thus, the study was conducted at high schools for gifted children, which accept students on a competitive basis and teach them from 7th to 12th grade.

Sampling procedures and study participants

Principal 5's school was relatively new, and the principal has considerable experience teaching at local universities. For the researcher, this heterogeneous diversity of backgrounds promised the diversity of perspectives revealed in the study's findings.

Data collection instruments

The first two questions asked about the work experience of the directors in their educational organization, general information about the school and the admission criteria. The remaining questions asked about their personal views on equality and school admissions policies.

Data collection procedures

Permission was sought for audio recording and the researcher took additional notes when deemed necessary.

Data analysis methods

Ethical concerns

Conclusion

In addition, this chapter elaborates on the purposeful selection of research sites and participants. Finally, it presents the sequence of data collection procedures and establishes methods for research findings analysis and consideration of ethical issues.

Introduction

Equity and school admission policies

Understanding of educational equity

Our tests are equal, the content is the same for all students who want to enroll in our school." The approach should be the same for everyone, regardless of whether they are mainstream or

School admission procedures

The second part of the interview was aimed at identifying the views of the principals on the possible barriers that may prevent the access and full participation of all members of society in gifted education programs. Discrepancies emerged when principals expressed their personal opinions on achieving equity in gifted education. Then, potential barriers to equity in gifted education programs will be proposed and future implications will be reviewed.

Therefore, it is not possible to make an assumption about equity in gifted education programs that relies only on principals' perceptions.

Equity in student selection procedures

Exploring barriers to equity in gifted education

Equity of access

According to the principals, difficulties in passing language exams, especially in English, were a barrier for applicants from rural areas. And other directors, governing bodies also agreed, a unanimous decision has been adopted in this regard.

Equity of participation

There was only one case of a student with additional educational needs being admitted to a gifted school. As for the rest of the children, we try to provide every possible support.

Achieving equity in gifted education

Maintaining equity in education

Policy recommendations

According to the claims of the school principals, students do not have to pay a fee to study in schools for gifted children. Unfortunately, only one student seems ready to study at the school for gifted children, and he expressed his full support for that student.

Conclusion

Introduction

Equity and school admission policies

Although the first research question was developed to discover equity in gifted education programs, some. A second question of this research aimed to understand the principals' perspective on potential barriers that prevent equity of access and participation in gifted education programs. Summarizing the key findings, this chapter attempts to answer the research questions of this study, which sought to identify equity concerns in gifted education programs from the perspective of school principals.

Finally, it is recommended to examine the equity of outcomes in gifted education programs, as this study primarily focused on examining equity of access and participation.

Exploring barriers to equity access and participation

Achieving equity in gifted education

Compared to the education policy of the United States or Finland, which strives to raise the excellence of all students, contemporary Kazakhstani gifted education has put a lot of effort into developing individuals' intellectual abilities, but without much focus on equality of opportunity. More importantly, they refer to the lack of consideration in evaluating one's creativity or outstanding presentation skills.

Conclusion

According to the participants in this study, equity in admissions policies is often overlooked due to the use of standardized tests used to identify giftedness in students. Despite this, some participants claimed that even if they wanted to change assessment tools, there is a lack of research-based evidence for the validity of their ideas.

Introduction

Nevertheless, the problem of teaching students with special educational needs in gifted education programs remains relevant due to the current policies in Kazakhstan on inclusive education. First, reconstructed school buildings and improved school infrastructure would address the problems of underrepresentation of students with special educational needs in gifted education programs. Although it revealed underrepresentation issues at the school level, the relationship between the availability of gifted education programs and students' future educational choices, as well as equality issues in applying to higher education organizations, are areas that still need to be scrutinized.

Equality, Race, and Gifted Education: An Egalitarian Critique of Admissions to New York's Specialized High Schools.

Do the school enrolment policies consider equity issues?

What are some possible barriers to ensuring equitable access?

While some principals mentioned scholarships and future initiatives to support rural children, others supported a meritocratic perspective and were less interested in solving the inequity of access to gifted education. Finally, to ensure the accessibility of gifted education of vulnerable members of our society, it is advised to take special consideration for some category of students who may have disability or behavioral conditions and distribute at least 10% of the scholarship. Commissioned by the Education and Training Policy Division of the Organization for Economic Co-operation and Development for Equality in Education Thematic Review.

What do principals think could be done to overcome barriers?

Recommendations of achieving equity in gifted education

Study limitations and future study implications

Furthermore, the process of interviewing may have some limitations in terms of honesty in the responses of the participants. This means that credibility of the research findings is directly dependent on the participants' loyalty and genuine interest in the subject. It is possible to skip a specific question or stop the interview at any stage of the research.

Thus, our tests are equal, the content is the same for all students who want to enroll in our school.

Ақпарат көздері

СӘЙКЕС КЕЛЕТІН ҚҰЖАТТАР

The 2014 project has six strands: the role of school leaders directors and teachers in educational reform; teachers' identity; the "translation" of new curriculum and assessment from