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1
Corber-Wiltzer, Cheryl Lisa. „Learned helplessness in gifted, gifted underachieving, and unselected children“. Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.
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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.
2
Harrison, Catherine Anne. „Giftedness in early childhood : the search for complexity and connection /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.
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Thesis (D. Ed.)--University of Western Sydney, 2003."A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.
3
Ellett, Phyllis B. Baker Paul J. „Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
4
Lui, Ching Salina. „A talent development programme from students' perspective“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.
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5
Phillips, Eunice Dunbar. „The educational needs of gifted children“. Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.
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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
6
Holland, Susan M. „Attitudes toward technology and development of technological literacy of gifted and talented elementary school students“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
7
Collier, Robyn Maree. „Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.
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Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level.
The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour.
The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group.
The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
8
Hannah, C. Lynne (Cornelia Lynne). „Metacognition in learning-disabled gifted students“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Greene, Debra Blatt. „An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.
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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon.
At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the
sociometric results.
The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group.
This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.
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Hay, Peta Kerin Education Faculty of Arts & Social Sciences UNSW. „Prosocial reasoning and empathy in gifted children“. Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.
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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.
11
Sankar-DeLeeuw, Naomi. „Gifted young children, an in-depth investigation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46914.pdf.
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12
Tang, Yuet-ho Maysie. „Implicit theories of intelligence among gifted children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.
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13
Keenan, Heather E. Keenan. „Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles“. Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675.
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14
Reavill, Sandra. „A historical review of the rapid acceleration model for teaching mathematically precocious youth including an anecdotal record of the kindergarten mathematics experience of one highly gifted youth /“. Abstract. Full Text (HTML) Full Text (PDF) Video (HTML), 2007. http://eprints.ccsu.edu/archive/00000436/02/1931FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2007.Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Secondary Educators." Includes bibliographical references (leaves 166-172). Also available via the World Wide Web.
15
Dewar, Merilyn. „Gifted education and ideology : the growth of the gifted education movement in South Africa“. Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.
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Includes bibliography.Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
16
Borelli, Myriam Godbold John V. „Gender, ethnicity, and bilingual gifted education a qualitative study of supportive Mexican-American families in Chicago /“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633416.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 19, 2006. Dissertation Committee: John V. Godbold (chair), Mauro Toro-Morn, Larry D. Kennedy, John T. Goeldi. Includes bibliographical references (leaves 103-109) and abstract. Also available in print.
17
Zabloski, James. „Gifted dropouts a phenomenological study /“. Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Shapiro, Angela Bianca. „Where are the gifted children? : the representation of gifted students in caldecott medal books“. Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1054.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
19
Clinton, Stephen Michael. „Training the gifted in leadership“. CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/371.
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Penney, Sharon Charlotte. „Fostering parent-teacher relationships when children are gifted“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23056.pdf.
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Šimelionienė, Aida. „Factors affecting the achievements of intellectually gifted children“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120131_092535-76705.
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The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities.Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio.
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McGill, Keisha KaVon. „Experiences of African American Mothers Raising Gifted Children“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.
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Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to explore the experiential anecdotes offered by the participants and to guide in analysis of developing themes. In addition, critical race theory was used to further examine the narratives offered by the participant mothers. Nine African American mothers whose children were identified as academically and intellectually gifted participated in interviews; analysis of data included use of the hermeneutic circle and resulted in the identification of 4 essential themes and 8 subthemes. Subthemes, that seemed particularly meaningful to participants, included othermothering, exasperation, resilience, and the Black male experience. Findings highlight the mothers' resilience when dealing with instances of microaggressions and microinsults. Additionally, findings elucidated their desire to see every child succeed through othermothering behaviors. Implications for positive social change include contributing to the body of knowledge regarding the needs and challenges affecting African American mothers raising gifted children.
23
Thomas, Bronwyn Robyn. „The identification of gifted children under formal school entry age“. Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36591/1/36591_Thomas_1998.pdf.
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This study addresses the issue of the identification of gifted children under formal
school entry age. Case studies of the parents of thirteen gifted primary school
children were used to retrospectively identify common characteristics of giftedness
displayed by their children prior to formal schooling. Questionnaires and focused
interviews were undertaken with parents of the thirteen children, and crosschecking
of transcripts, coding criteria and analyses were used to ensure integrity. Common
behavioural characteristics of early giftedness were identified, categorised and
summarised according to frequencies, with specific examples provided.
Recommendations for the early identification of young gifted children, implications
for designing appropriate program provisions to meet the needs of young gifted
children and suggestions for further research are provided.
24
Christian, Theresa. „A statewide evaluation of gifted education in Missouri“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5581.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.
25
Frost, Mark D. „Talented students, academic achievement and self-esteem : longitudinal comparisons of gifted versus not-gifted program placement /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9812949.
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Chan, Suet-kwan Peggy. „A case study of a saturday program for gifted and talented students“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35322366.
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Hoyt, Sara L. „An untapped resource middle school students' perceptions of their gifted and talented program /“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoyts.pdf.
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Schneider, Ann Keller. „Determining the best possible programming options for gifted and talented students in small rural school districts“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002schneidera.pdf.
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Schultz, Canyon A. „Investigating the requirements of a gifted and talented program including identification and selection of the gifted learner, differentiation methods and grouping options“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schultzc.pdf.
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Chan, Ho-kei Kevin. „School for the gifted“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595345x.
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Adler, Dalia M. „The Effects of Participating in Support Groups Focusing on Parenting Gifted Children“. Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1161881173.
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Harrison, Catherine Anne, University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „Giftedness in early childhood : the search for complexity and connection“. THESIS_CAESS_EEC_Harrison_C.xml, 2003. http://handle.uws.edu.au:8081/1959.7/483.
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This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years.Doctor of Education (D.Ed.)
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Eddles-Hirsch, Katrina. „A phenomenological study of advanced learners in educational settings suited to their academic needs“. Faculty of Education, 2009. http://ro.uow.edu.au/theses/1917.
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This study explored the lifeworld of 27 academically advanced primary students in educational environments that have attempted to address their atypical learning needs. A phenomenological theoretical framework was used to discover the experiences of 13 gifted boys and 14 gifted girls attending either single-gender or co-educational schools. Three types of school settings were purposefully selected for this study in order to discover the supportive systems that these different educational environments created for academically advanced learners. While there is a great deal of research about the cognitive outcomes of these types of school environments, little is known about their social and emotional outcomes. Some researchers, as well as educators in the field, have suggested that the affective outcomes of these types of school settings may be a more powerful argument for gifted programming than their well known cognitive results (Coleman, 1995, 2003).The results from this study demonstrate that, while challenging instruction was clearly important for the emotional wellbeing of the advanced learners, it went hand in hand with the schools` ethos in relation to the social and emotional development of their student populations. The schools’ objectives clearly influenced students’ perceptions of emotional safety, acceptance of diversity, and teacher student and peer relations in the schools` environments. This finding differs to previous research that suggests that if a gifted child’s cognitive abilities are catered for, her or his social and emotional needs will automatically be met. This research has significance for educators and researchers in the field, as it provides insights from the gifted students themselves about their experiences in the specialised school environments, which hopefully will assist educators in better meeting the psychosocial and emotional needs of these students. This study also describes the types of social and emotional support systems, and social and emotional outcomes that can contribute to optimal social context in schools. In this study optimal describes a school setting that positively answers and enhances both the academic as well as the social and emotional needs of the gifted student.
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White, Lisa Wolk. „Parent-child relationships in families with intellectually gifted children /“. Connect to CIFA website:, 2009. http://sites.google.com/site/californiainventoryforfamilyassessment/Home.
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Cunningham, Angela. „The Peer Status of Gifted Children Across Educational Settings“. TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/904.
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Although previous studies have examined the peer status of gifted students in upper elementary grades, very little is known about the social status and peer acceptance of gifted children in the lower elementary grades (k-3). In the present study, the researcher compared the peer status of teacher nominated gifted kindergarten children to that of their non-gifted classmates on measures of peer acceptance and social status. Also compared was the peer status of gifted children in the lower elementary grades (1-3) within the regular classroom and an enrichment classroom on measures of peer acceptance and social status. Results indicate that gifted kindergartners were more accepted and more popular than non-gifted classmates. Also, male kindergarten students tended to be less accepted and more rejected than females. There were no significant findings for the ungraded primary classrooms, although there were patterns in the data which suggested that younger gifted children may be more rejected than older gifted children. Future studies should explore this question with a larger sample.
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Skinner, Geraldine, und n/a. „Cognitive style and social needs of academically gifted children“. University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
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Coffin, Lorraine. „Topographic mapping of the brain activity of gifted children“. Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41094.
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The study compared the brain electrical activity of two groups of gifted children between the ages of 9 and 13 years. The electroencephalogram (EEG) was recorded with eyes closed: "at rest" and during three simple cognitive tasks. Significant differences were found in absolute power in the resting state EEG between the gifted high achievers and non-gifted, age-matched peers. No significant differences were found between the gifted underachievers and age-matched peers. Significant differences were found in absolute and relative power during the word recognition task compared to the resting EEG. No significant differences were found in the comparisons of the topographic maps for the other cognitive tasks and the resting EEG. Results suggest that topographic mapping of brain activity may provide an educational method for discriminating among children of different cognitive abilities. Implications for education are discussed and suggestions for further research are given.
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Visvanathan, Thara 1966. „The use of two measures with young gifted children“. Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291894.
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This study examined the performance of young gifted children on two measures. The sample included 25 children. The measures used were the DIAL-R and the WJ-R. Results obtained on the DIAL-R were used to confirm the development of the children. Scores on the DIAL-R were correlated with those on the WJ-R. Rankings of students by their teachers was also obtained as added information. Teacher preference of the two measures was used to determine which tests were more likely to be employed by the school in the future. Only 4 children were identified "potential advanced" on the language area and 3 of them with respect to the sum of the area scores on the DIAL-R. Most teachers preferred using the WJ-R over the DIAL-R with respect to the information it provided.
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Little, Catherine Anne. „A study of metaphor development in young gifted children“. W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.
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Lassig, Carly J. „Teachers' attitudes towards intellectually gifted children and their education“. Thesis, Griffith University, 2003.
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In Australia, the implementation of policies and provisions for gifted education vary among the states and territories. A commonality across the country is the reports of negative attitudes towards giftedness and gifted education, as outlined in The Australian Senate Committee’s report, The Education of Gifted Children (Collins, 2001). This study was an inquiry into the attitudes of teachers in South-East Queensland state primary schools. In particular, it explored attitudes towards intellectually gifted children and their education, and factors that may be associated with these attitudes. Research was undertaken in eight schools with varied levels of involvement in gifted education.
The study consisted of two research phases. In the first phase of research, teachers’ (N = 126) attitudes were surveyed using Gagné and Nadeau’s opinionnaire, Opinions about the gifted and their education (Gagné, 1991). This opinionnaire used a 5-point Likert scale to measure teachers’ attitudes towards six issues in gifted education: perceived needs of gifted students and support for special gifted education provisions; common objections to gifted education based on teachers’ ideologies and priorities; the social value of gifted people in society; the rejection and isolation faced by gifted people; ability grouping; and acceleration. Additionally, a teacher profile form yielded information about teachers’ demographic characteristics and backgrounds. This quantitative data was used to test associations between attitudes and demographic variables. In the second phase of research, case studies of two teachers’ pedagogical beliefs and practices were conducted. This qualitative research included semi-structured interviews and review of school documents.
From the survey research, themes emerged of positive attitudes towards gifted education and gifted people in society. However, there was a lack of support for the provision of ability grouping and acceleration, and minimal awareness of the isolating experiences faced by gifted children. Employment at schools with a focus on gifted education, and experiences of in-service training in gifted and talented education, were most significantly associated with positive attitudes. Case study results illustrated the differences in pedagogical beliefs that may exist between teachers with different attitudes towards intellectually gifted children and their education.
Findings from this study suggest that further teacher training and involvement in gifted education may assist in improving attitudes towards intellectually gifted children and their education. These results may also have implications for evaluation of Queensland gifted education reforms and the nature of in-service training provided in schools. Findings from the case study research also suggest there may be a relationship between attitudes and pedagogical practice that warrants further investigation.
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Karlsson, Ida. „Education for gifted children in Sweden and Thailand : A comparative study of how education for gifted children is organized in Thailand and Sweden“. Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185557.
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Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools. A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educators from Thailand and Sweden. The collected data was thematised into three topics: Definitions of gifted children, strategies in education and“dark side” for gifted children. The data collection was limited due to the Corona-outbreak in the beginning of 2020. However, the result shows there is a difference between how the Thai and Swedish respondents define gifted children. They are fairly consistent in how gifted children can be helped in education. Further knowledge, for researchers and educators in both Thailand and Sweden would improve the education and can help more children to succeed in school.
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Pople, Clair Elizabeth. „Gifted Black and Biracial Students at a Predominantly White Gifted School“. PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.
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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health.
Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory.
Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes.
Findings indicate that:
1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs.
2. Policies and inadequate communication act as barriers for gifted Black and Biracial students.
3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist.
The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Tudor, Patti, und University of Lethbridge Faculty of Education. „Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.
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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.vii, 111 leaves ; 29 cm.
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Clark-Massey, Teresa. „The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.
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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.
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O???Leary, Kay Education Faculty of Arts & Social Sciences UNSW. „Development of personal strengths and moral reasoning in gifted adolescents“. Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/20540.
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This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students??? attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.
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Adger, Sonja M. „The underrepresentation of minority groups in North Carolina's gifted programs /“. Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/adgers/sonjaadger.pdf.
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Kelsay, Karla Lynn Fisher Robert L. Heyl Barbara Sherman. „The process of relfection [sic] in teaching as utilized by enablers a micro-ethnographic study of teachers of the gifted /“. Normal, Ill. : Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901465.
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Thesis (Ed. D.)--Illinois State University, 1988.Title from title page screen, viewed Sept. 15, 2005. Dissertation Committee: Robert L. Fisher, Barbara S. Heyl (co-chairs), Paul J. Baker, John V. Godbold, Larry D. Kennedy. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Fox, Deborah Lee. „Teachers' Perceptions of Leadership in Young Children“. ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.
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The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarcity of literature concerning children’s leadership, the results from this study contribute information to the field. Data from this study indicate that teachers describe child leaders most often as helpful and self-confident with good communication skills. Teachers generally recognize child leadership but recognize obvious leadership behaviors more often than subtle ones. Teachers are more likely to encourage child leadership when they recognize behaviors as leadership; they are more likely to respond to child leadership in a discouraging manner when they do not recognize the behaviors as leadership. Therefore, if teachers learn to recognize child leadership, they could be more supportive, thus creating more developmentally appropriate early childhood classrooms.
Keywords: child leadership, early childhood education, gifted, leaders, prosocial behaviors, social skills, teacher expectations, young children
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Kasinski, Gerald G. „A study of gifted students enrolled in a magnet program compared with gifted students remaining at their home school“. CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/767.
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Leung, Siu Yuk. „The association of emotional intensity and high ability /“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35365.
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This study was undertaken in an attempt to assess the Affect Intensity Measure (AIM) as a simpler alternative to the Overexcitability Questionnaire (OEQ) as a measure of emotional intensity in high ability young people. Participants were 30 young adolescents from grade 6 to grade 11 from the McGill Summer "Explorations" Program for the gifted, 75 undergraduate students and 46 doctoral students from various departments of McGill University. The Affect Intensity Measure was administrated to all three groups. There were no affect-intensity differences among the three groups of participants. Affect Intensity Measures particularly failed to distinguish gifted and nongifted groups. This result was inconsistent with previous studies using Overexcitability Questionnaire. There were gender differences but no age differences in affect intensity. The gender differences result was also inconsistent with the findings in several earlier studies using Overexcitability Questionnaire in which no gender differences in overexcitability were found among the gifted. Reasons why the AIM was not found to be an adequate substitute for the OEQ are explored, with the present samples, and possibly in general.