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NASSP Bulletin, Vol. 82, No. 595, 101-109 (1998)
DOI: 10.1177/019263659808259512

Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education

Tarek C. Grantham

Gifted and Creative Education Program, The University of Georgia, Athens

Donna Y. Ford

Special Education Program, The Ohio State University, Columbus

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.


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