Researchers and educators have been aware for decades that Black students are under-represented in gifted education, yet few have dis cussed the importance of the principal's role in addressing this problem. The principal can help to improve the representation of Black stu dents in gifted education by focusing on teacher supervision and eval uation, staff development, and quality control.
Get full access to this article
View all access options for this article.
References
1.
Andrews, R., and Soder, R. "Principal Leadership and Student Achievement." Educational Leadership6(1987): 9-11.
2.
Buchanan, N. K., and Feldhusen, J. F., eds. Conducting Research and Evaluation in Gifted Education: A Handbook of Methods and Applications. New York: Teachers College Press, 1991 .
3.
Callahan, C., and Caldwell, M.A.Practitioner's Guide to Evaluating Programs for the Gifted. Washington, D.C.: National Association for Gifted Children , 1995.
4.
Cotton, K., and Savard, W.The Principal as Instructional Leader. Research on School Effectiveness Project: Topic Summary Report. (ERIC Document Reproduction Service No. ED 214702). Paper prepared by Northwest Regional Educational Lab, Portland, Oreg., for the Alaska State Department of Education, Juneau, Office of Planning and Research , 1980.
5.
Duke, D.School Leadership and Instructional Improvement. New York : Random House, 1987.
6.
—. "What Can Principals Do? Leadership Functions and Instructional Effectiveness " NASSP Bulletin, October 1982.
7.
Ford, DonnaY. Reversing Underachievement AmongGifted Black Students: Promising Practices and Programs. New York: Teachers College Press, 1996.
8.
—. A Study of Achievement and Underachievement Among Gifted, Potentially Gifted, and Average African-American Students. (RBDM 9506). Storrs, Conn.: University of Connecticut, The National Research Center on the Gifted and Talented, 1995.
9.
Ford, Donna Y., and Harris, J.J., III. "Perceptions and Attitudes of Black Students Toward School, Achievement, and Other Educational Variables." Child Development3(1996): 1,141-52.
10.
Ford, D.Y.; Grantham, T.C.; and Harris, J.J., III. "Multicultural Gifted Education: A Wake Up Call to the Profession." Roeper Review2(1996): 72-78.
11.
Grantham, T.C. "The Under-Representation of Black Males in Gifted Programs: Case Studies of Participation Motivation." Doctoral dissertation, The University of Virginia, Charlottesville, 1997.
12.
Roeper, A., ed. "The Administrator in the School for the Gifted" [Special issue]. Roeper Review1(1986).
13.
Short, P., and Spencer, W. "Principal Instructional Leadership."Journal of Research and Development in Education2( 1990): 117-22.
14.
Sweeney, J. "Principals Can Provide Instructional Leadership: It Takes Commitment ." Education2( 1982): 204-08.
15.
Taylor, C. "The Role of the Principal in the Implementation of an Education Program in a School." Gifted International2(1987): 68-77.
16.
Taylor, V. "Check List: Are You a Gifted Principal?" Gifted Child Today, 31(1984): 16-18.
17.
Ubben, G., and Hughes, L.The Principal: Creative Leadership for Effective Schools. Boston, Mass.: Allyn and Bacon, 1997.
18.
U.S. Department of Education.Digest of Educational Statistics. Washington, D.C.: U.S. Government Printing Office, 1993.
