Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes

Nava Ben Artzey, Mowafaq Qadach

Research output: Contribution to journalArticlepeer-review

Abstract

Scholars have paid little attention to the strategies used by parents of gifted children who learn in mixed-abilities classroom when interacting with their teachers. In this research we studied how parents of gifted children in mixed-ability classrooms position themselves with their children’s teachers in conflicted situations. By using multiple case studies and positioning theory as an analytical framework, this research revealed three strategies used by parents in tense interactions with teachers: Law Enforcers, who point out stated regulations, Motivators, who seek teacher cooperation, and Mentors, who avoid interactions with teachers. This knowledge is important for teachers to advance dialogue with parents of gifted children.

Original languageEnglish
JournalGifted and Talented International
DOIs
StateAccepted/In press - 2024
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2024 World Council for Gifted and Talented Children.

Keywords

  • Gifted children
  • mixed ability classes
  • parent-teacher relations
  • positioning theory
  • tension

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