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

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.

KEYWORDS:

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

Disclosure statement

No potential conflict of interest was reported by the author(s).

Research ethics

The research was approved by an appropriate ethics committee of the university and, therefore, complies with the 1964 Declaration of Helsinki and its subsequent amendments, and section 12 (“Informed Consent”) of the APA’s Code of Ethics. All participants gave their informed consent prior to participation in the research and adequate steps were taken to protect the participants’ confidentiality.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Nava Ben Artzey

Nava Ben-Artzey, PhD is a social-organizational psychologist. Her research is focused on motivation, in particular in implementing the motivational interviewing approach in educational contexts. Recently, she has been working on implementing AI in higher education. She served as the former head of the group facilitator program of the MA program at Ono Academic College. She has served as a counselor for the excellence program for students from diverse backgrounds.

Mowafaq Qadach

Mowafaq Qadach, PhD, is the head of the Department of Management and Organization of Educational Institutions at Al–Qasemi Academic College of Education, Baqa El–Garbiah, Israel. His main research interests include school leadership, social justice, teachers’ Job–Demands–Resources Model, and organizational learning mechanisms.