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Abstract

In this autoethnography, I explored my daily challenges and frustrations working as a teacher of gifted students in inclusion classrooms in an elementary public school. Inquiring about how I coped with these challenges and eventually thrived in the position, I journaled weekly about my teaching experiences during a six-month period and collected e-mails to teachers and parents. I employed constant comparative analysis and five themes emerged: frustration, isolation, advocacy, collaboration, and influence. I discussed the themes within the greater social and cultural context, drawing upon psychology and educational theories.

Keywords

Autoethnography, Co-Teaching, Gifted Education, Teacher Isolation, Teachers as Advocates

Author Bio(s)

Steve Haberlin is a graduate assistant and doctoral student at the University of South Florida. Correspondence regarding this article can be addressed directly to: stevehaberlin@yahoo.com.

Acknowledgements

Thank you to Dr. Patricia Leavy for inspiring me to be fearless, fully present, do my best, and make peace with my arts-based research.

Publication Date

11-10-2016

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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