Positive partnerships: Improving interactions among parents of gifted children and educators
Abstract
This study examined a specifically designed parent education intervention for parents of gifted children. The purpose was to understand the needs and beliefs of the parents that influenced how they interacted with their children's teachers, and the ways in which the parent education course met those needs and improved the relationships. The data were collected through the stories of ten parents of gifted children. The theoretical framework of phenomenology provided access to the parents' understanding of their lived-world through their words and their interpretation of their experiences. Family systems theory was extended to include the interrelationships of home and school. Additional data were gathered from five teachers who had gifted children in their classes. The cross-case analysis revealed two major categories of forces that determined the kinds of interactions the parents had with teachers: (1) Characteristics of the Parents, composed of Personality, Feelings, Past Experiences, and Needs; and (2) Beliefs of the Parents, consisting of their beliefs about Children, Teachers, and School Administration. Utilizing this knowledge, the education intervention was designed to draw upon the parents' strengths and modify their ineffective behaviors. The format of the course included presentation of information, experiences with techniques effective for teaching gifted children, focus group discussions, small group work, individual conferences, role playing, and reflective writing. Through these various means, the parents believed they had become knowledgeable and more certain in the actions they must take on behalf of their children. Their interactions with schools after the course proved to be very different for them. They understood more, and felt a part of the decision-making process. They also found the support of the other parents in the class welcome and essential to building their confidence. Four assertions emerged from the analysis of the data: (1) Parents of gifted children need information and support; (2) Parents have beliefs about teachers and school that engender conflict; (3) Teachers have beliefs about gifted children and their parents that engender conflict; and (4) Parent education is an effective way to meet the needs of parents. The educational implications and directions for future research suggested by these assertions were offered.
Degree
Ph.D.
Advisors
Feldhusen, Purdue University.
Subject Area
Educational psychology|Teacher education|Special education|Academic guidance counseling
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