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1
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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Nemeth, Ferenc. "Leading a gifted and talented programme in an international school : an examination from a moral leadership perspective." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38598/.
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This thesis presents an examination of leadership practice as it responds to the implementation of a gifted and talented program. The examination is conducted through the lens of moral leadership theories. This thesis heeds the call from researchers who have suggested the need for moral case studies to assist school leaders in 'making confident ethical judgments that transcend mere intuition' (Campbell, 1995: p. 605). Theories from moral philosophy and concepts from moral psychology are brought into the discussion in an attempt to address concerns with respects to the theoretical underpinnings of the concept moral leadership. The combined framework advances a model of a moral process that provides specific sign posts that allow for an inquiry into the moral decision making a school leader undergoes in addressing a moral issue. This study uses a multi-method research design involving both narrative and statistical analyses focused upon data generated from semi-structured interviews, questionnaires, observations, and document analysis. My analysis of key informants provides additional insight into the process that school leaders undergo in order to address a moral issue. The significance of the analysis was the generation of five categories: personal integrity, professional ethics, structural collaboration, exogenous influences and constructive concerns. Each of the five categories highlighted were influential in the decision to implement the gifted and talented program. The organisational and geographic context for this examination is an International School located in Turkey (IST).
3
Reddy, Lucina Jacqueline. "Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/21796.
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The following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where Terman was one of the first people to document and formalise the link between one's innate ability and their performance on a number of outcomes. Since then many other theorists Renzulli (1977) and Subotnik, Olszewski-Kubilius, and Worrell (2011) have expanded on the definition of giftedness to include not only one's innate ability but development of potential through a specialised environment that encourages the gifted learner to enhance their ability. In 2013, a programme evaluation student at the University of Cape Town, Reitumetse Mogorosi, conducted research for the Imibala Trust to assist with the design of the Gifted and Talented Enrichment (GATE) Programme. The Imibala Trust had for some time (with the support of the Metropole East Education Department) decided to pilot such a programme that aimed to serve gifted disadvantaged children in the Helderberg region. As a result of Mogorosi's work the GATE personnel were provided with an evaluation report that detailed a plausible programme theory for their programme; the activities that the GATE programme should include in its design; the selection process to be followed to recruit the identified target audience; and the importance of engaging relevant stakeholders in the programme. Following Mogorosi's (2014) report, the GATE programme was piloted in 2014. In 2014, a second masters' student from the University of Cape Town evaluated the pilot implementation of the GATE programme. This dissertation is an account of that evaluation study. The evaluator conducted two forms of evaluation, namely a process evaluation and a short-term outcome evaluation. The process evaluation aimed to establish whether the GATE personnel had implemented the programme as planned; while the short-term outcome evaluation aimed to determine whether the participants in the GATE programme perceived any changes as a result of the programme.
4
Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
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Crowl, Kelly. "Aligning educational standards to the education of academically talented students." Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.
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Tam, Kwok-Wai Raymond. "A study on the impact of an accelerated science programme on the learning outcomes of gifted and talented student." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658067.
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For more than two decades, research on accelerated science classes has mostly been in , Mathematics and seldom in other science subjects and has mostly been conducted in English-speaking countries (e.g., Stanley & Stanley, 1986) and seldom in Asian countries with Chinese populations. The purpose of the present study was to investigate the effectiveness of an accelerated science programme for gifted & talented Chinese students in a gifted & talented secondary school in Hong Kong in terms of their proficiency, their motivation, their skilfulness and the usefulness ofthe programme. The assessment results of three science subjects (Physics, Chemistry, Biology) of Grade 9 (G9) students from accelerated and non-accelerated science classes were compared in the three cohorts 2007-08, 2008-09, and 2009-10. A questionnaire was used to evaluate the students' perceptions regarding their motivation and the usefulness of the programme from the three G9 cohorts and follow up interviews were conducted with six students from Cohort 2009-10 to enquire their views. The assessment findings showed that the students who attended the two cohorts 2007-2008 and 2009-2010 of the G9 Accelerated Science Programme achieved better in their science subjects. The G9 Accelerated Science Programme (2008-2009) .might not have any effects on the science achievements of the students. Student interviewees found the Accelerated Science Programme more engaging than the traditional science subjects for various reasons such as they could learn advanced topics more deeply to broaden their horizons in science. The Accelerated Science Programme was valid for the students' learning to do better in their science projects for different reasons such as they got to have more hands-on experience in doing sCientific investigations. The interview findings also revealed that the students picked up a variety of skills according to Gardner's (as cited in Sousa, 2009) theory of Multiple Intelligences (MI). Future researchers can treat this study as a representative model to help gifted & talented Chinese students in science.
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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.
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This research reports on the factors that a sample
of teachers in a rural Primary and Secondary School
perceive as being influential on the initiation
and implementation of a curricular innovation. The
innovation herein is the creation of a Gifted and
Talented Programme to cater for identified students
in this school, an area of current interest amongst
educators and researchers in New South Wales and
Australia. A methodology is outlined for the
collection and interpretation of data on the factors
involved, that may be employed by coordinators and
researchers interested in curricular provision for
Gifted and Talented children. In this case study
school, it was found that the factors were many and
varied, that they differed in their supportive or
inhibitive nature in the Primary and Secondary
Schools. These findings provided a foundation for
subsequent planning in the initiation stages of the
implementation of this innovation. This research had
important implications for this School that may be
of interest for future research in other schools.
8
Brown, Monty Laney James Duke. "The representation of Hispanic females in gifted and talented and advanced placement programs in a selected north central Texas public high school." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3701.
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Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.
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This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
10
Granger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.
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Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences in psychological developmental profiles. Using six psychometric scales, this quasi-experimental study examined the socioaffective development of 343 gifted and talented students (ages 16-18) enrolled in arts-integrated charter, creative arts charter, and public school programs in an ethnically diverse moderate-size city in the southeastern United States. Students’ performances on psychometric scales were compared over time and by type of program. Participants took pre- and post-tests over the first semester of an academic school year with BarOn EQ-I: YVassessing social and emotional development. Based on these assessments, quantitative differences in growth on psychological scales were examined. Change scores between schools were also compared. School artifacts provided insight as to environmental qualities of each school environment.
Major findings include gifted and talented adolescents showed significant weakness in intrapersonal abilities and general mood compared to normative age-mates. Gifted females also showed significant weakness in interpersonal abilities and overall socioaffective development. Gifted and talented students displayed strengths only in adaptability (problem solving and flexibility). Study findings support the theory that giftedness heightens vulnerability to adjustment problems. Results also indicated that gifted and talented students in inclusive public school environments demonstrated greater overall socioaffective development across most psychometric scales than charter schools. Results of analysis found gifted and talented students in all five environments showed no significantchange in scores on BarOn EQ-i:YV psychometric scales from Time 1 to Time 2, indicating that no particular school environment impacted social development and emotional intelligence. Future research is needed to confirm the finding that gifted and talented females in this study showed weaknesses in every psychometric scale except for adaptability. Additional research is needed to further understand social and emotional development among minority, low income, and female gifted and talented students, particularly those enrolled in selective and exclusive environments.
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Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.
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The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
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Brown, Monty. "The Representation of Hispanic Females in Gifted and Talented and Advanced Placement Programs in a Selected North-Central Texas Public High School." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3701/.
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Analysis of a particular north-central Texas public high school revealed a strong representation of Hispanic females in advanced academic programs, i.e., AP and GT in proportion to their representation in the overall student population. Research seems to indicate that a progressive approach to academic-potential identification; culturally effective mentoring, traditional Hispanic values, and newly emerging personal and social characteristics all seem to be contributing factors. This study seems to indicate that a new type of Hispanic female is emerging who is more assertive academically, more visible in the classroom, and less marriage-and-family oriented as might be believed by teachers, society, their peers, and perhaps even their parents.
13
Smith, Robbie. "Talented and Gifted." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/180.
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Rech, Andréia Jaqueline Devalle. "Relação família-escola: uma parceria para a inclusão de alunos com altas habilidades/superdotação." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12033.
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School inclusion has been a challenge for many teachers who work on regular school classrooms. A
number of factors hinder the pedagogical practice of these teachers in their teaching with students
who are the target audience of special education. Besides, it is observed that, when dealing with
school inclusion of gifted and talented students (G/T), there is resistance from some teachers. This
fact lies on the lack of knowledge about the theme of G/T, which may occur due to the wrong
conceptions socially widespread, adding to that an incipient initial education in relation to G/T
students. Accordingly, it is necessary to create support networks so that school inclusion of G/T
students becomes effective. In this sense, the family could be a support network and set up a
partnership with the school. Thus, both can articulate and organize a collaborative work on behalf of
school inclusion of the G/T child. After reflecting about the situation exposed, this study proposes the
following thesis: school inclusion of the G/T child can be effective when family and school act in
conjunction in this process, eliminating/diminishing the barriers that hinder this partnership, since the
family can influence the school inclusion of the G/T child. This study included 12 families with children
identified as G/T more than a year ago, and regularly attended the Giftedness Incentive Program (GIP)
during the year of 2014, seven special educators, six teachers from early grades and five counseling
teachers that, in the year of 2015, worked with G/T students. Regarding the method, the study case
within the qualitative approach was chosen. The instruments of data collection selected were:
narrative interview, Questionnaire of Family System Characterization Version – Parents or Guardians
(DESSEN, 2011), Checklist of Shared Routine and Engagement between Family-school, Version for
Teachers, and Checklist of Shared Routine and Engagement between Family-school, Version for
Parents (mother, father, or guardian), both validated by Dessen and Polonia (2011). The interviews
were analyzed qualitatively and from the analysis of frequency, through categories already defined by
the authors of the instrument. The final considerations point to a relation between family and school
that is still incipient, due to the fact that some barriers/constraints were identified, having prevailed an
accusative relationship, which may be hindering the construction of a partnership relation. There were
specific cases in which there was conjunction between both institutions, and that result in greater
influence/participation of the family in the school life of the G/T child. Therefore, the study raises the
need to offer continuous education for both the family and the school, aiming at broadening the debate
regarding the importance that both have in creating a support network so that, together, they can
articulate actions on behalf of school inclusion of the child who is also a G/T student.A inclusão escolar tem sido um desafio para muitos professores que atuam nas classes regulares de ensino. Diversos fatores dificultam a prática pedagógica desses em sua atuação com os alunos que constituem o público-alvo da educação especial. Além disso, observa-se que, quando se trata da inclusão escolar dos alunos com altas habilidades/superdotação (AH/SD), há resistência por parte de alguns professores. Esse fato reside no desconhecimento da temática das AH/SD, decorrente, possivelmente, das concepções equivocadas difundidas socialmente, somado a uma formação inicial incipiente no que se refere aos alunos com AH/SD. Sendo assim, é necessário formar redes de apoio para que se efetive a inclusão escolar do aluno com AH/SD. Nesse sentido, a família pode ser uma rede de apoio e tornar-se parceira da escola. Assim, ambas podem se articular e organizar um trabalho colaborativo em prol da inclusão escolar do filho/aluno com AH/SD. Após refletir sobre as situações expostas, propõem-se a seguinte tese: a inclusão escolar do filho/aluno com AH/SD será efetivada quando a família e a escola atuarem de forma articulada nesse processo, eliminando as barreiras que dificultam essa parceria, uma vez que a família constitui-se como influente na inclusão escolar do filho com AH/SD. Para verificar a tese, o objetivo geral foi compreender a articulação entre família e escola, verificando as barreiras que dificultam essa parceria, além de visualizar possíveis influências da família no processo de inclusão escolar do filho/aluno com AH/SD. Participaram da pesquisa 12 famílias com filhos identificados com AH/SD há mais de um ano e que foram assíduos durante o ano de 2014 no Programa de Incentivo ao Talento (PIT), sete educadores especiais, seis professores dos anos iniciais e cinco professoras conselheiras que, no ano de 2015, atuaram com os alunos com AH/SD. Em relação ao método, optou-se pela abordagem qualitativa, do tipo estudo de caso. Os instrumentos de coleta de dados selecionados foram: entrevista narrativa, Questionário de Caracterização do Sistema Familiar Versão – Pais ou Responsável (DESSEN, 2011), Checklist da Rotina Compartilhada e Envolvimento entre Família-escola, Versão para Professores e Checklist da Rotina Compartilhada e Envolvimento entre Família-escola Versão Pais (mãe, pai ou responsável), ambos validados por Dessen e Polonia (2011). As entrevistas foram analisadas de forma qualitativa/descritiva articulada com o referencial teórico que subsidiou a tese. Os Checklists foram analisados qualitativamente e a partir da análise de frequência, por meio de categorias já determinadas pelas autoras dos instrumentos. As considerações finais apontam para uma relação entre família e escola ainda incipiente, pois algumas barreiras/entraves foram identificadas, tendo prevalecido uma relação acusativa, o que pode estar dificultando a construção de uma relação de parceria. Foram pontuais os casos em que houve uma articulação entre ambas as instituições e que tenham como resultado maior influência/participação da família na vida escolar do filho com AH/SD. Portanto, sinaliza-se a necessidade de ofertar uma formação continuada tanto para a escola quanto para a família, visando ampliar o debate para a importância de ambas formarem uma rede de apoio para que juntas articulem ações em prol da inclusão escolar do filho que também é aluno com AH/SD.
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Hurford, Leigh Hannah Margaret. "‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators." Thesis, University of Canterbury. Teacher Education, 2013. http://hdl.handle.net/10092/8670.
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The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is inclusive of gifted and talented students. Furthermore, boards of trustees, through their principal and staff, are required under the National Administration Guidelines, to demonstrate how they are catering for gifted and talented students. Notwithstanding this requirement, The Education Review Office (2008) report entitled Schools’ Provision for Gifted and Talented Students, confirms that a major challenge for school leadership is sustaining momentum of gifted and talented provisions and programmes.
Despite this mandated intent, what happens in practice at the school level remains problematic. Teachers and schools welcomed the Talent Development Initiative (TDI), a Ministry of Education (MOE) Initiative, as it held some promise for developments in gifted and talented education. The first round of the initiative ran between 2003 and 2005 and the second from 2006 to 2008. Funding to support innovation and special developments in gifted education has been provided to 38 programmes nationwide. This initiative serviced some schools and educational bodies but a large number of others were left without an extra layer of support beyond their schools’ leadership actions.
This study focuses on the school level, in particular teachers who are given additional responsibility, namely those with a coordination role. Moreover, my thesis is about how work to meet the needs of gifted and talented students can be sustained in schools to ensure the gifted and talented ‘torch’ can continue to ‘burn brightly’ over time.
To gain an understanding of coordinators’ insights on what it takes to overcome the problem of sustaining provisions and programmes, this study adopts a qualitative, case study approach. I selected a purposive sample of six teachers with experience working in a gifted and talented coordinator role. The main source of data collection was individual semi-structured interviews (refer to Appendix A). I asked them questions about their role and how provisions were made for gifted and talented students at their schools. Further questions were asked about the support they received for their roles, particularly professional learning and development to enhance their practice.
My findings show the responses from participants highlighted the important connection between leadership and learning. Knowledge and passion to do their best for gifted and talented students, although important, was not sufficient. The leadership actions and support provided by others in their setting and beyond their setting were likewise needed.
My analysis revealed a range of strategies was deemed necessary to support the leadership of learning in classrooms, specifically the need for dialogue amongst teachers about identification, planning and evaluating provisions and programmes. All too often these gifted and talented coordinators worked alone in their roles, in isolation from others, and at times without the support they needed. Thus the success or failure of provisions and programmes for gifted and talented students rested on their ongoing commitment and drive.
My study includes recommendations for practice. These recommendations suggest that provisions for gifted and talented students must be integrated into curriculum delivery and learning areas and be part of schools’ cultures in order for them to take hold and be sustained over time. Furthermore, there is a need to develop clarity of these provisions through job descriptions and for schools to undertake regular if not annual reviews of written documentation to guide ongoing work in gifted and talented education.
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Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.
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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.
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Wood, Susannah. "Gifted and talented adolescents' experiences in school counseling." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154194.
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Olthouse, Jill M. "Talented Young Writers' Relationships with Writing." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289939724.
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Esquierdo, Jennifer Joy. "Early identification of Hispanic English language learners for gifted and talented programs." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3944.
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The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics of this study. Due to the uncertainty and ambiguity surrounding the assessment of the escalating Hispanic student population, the underrepresentation of Hispanics in gifted and talented (GT) programs has developed into a critical educational concern (Bernal, 2002; Irby & Lara-Alecio, 1996; Ortiz & Gonzalez, 1998). The research questions that guided this study focused on finding validated assessments for early identification of the gifted Hispanic English language learners (ELLs) in kindergarten. The first research question aimed to determine the concurrent validity of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) using the Naglieri Nonverbal Abilities Test (NNAT) and Wookcock Language Proficient Battery-Revised (WLPB-R) selected three subtests, administered in English and Spanish. This study found a positive statistically significant correlation between the HBGSI, the NNAT, and WLPB-R subtests. The second question focused on the correlation between language proficiency as measured by the WLPB-R subtests and nonverbal intelligence measured using the NNAT. This analysis found that there was a statistically significant correlation between the NNAT and the WLPB-R subtests. The third question concentrated on the difference in performance on the NNAT and WLPB-R subtests by two student groups, those identified and those not identified GT using the HBGSI. The study determined that the students identified GT performed statistically significantly different on the NNAT than those not identified GT. The fourth question centered on the difference in performance on the HBGSI of students enrolled in a transitional bilingual education (TBE) and those enrolled in an English as a second language (ESL) classroom. The results of my study showed that students in a TBE classroom performed statistically significantly different on five HBGSI clusters (Social & Academic Language, Familial, Collaboration, Imagery, and Creative Performance) than students in ESL classroom. The studyÂs results were analyzed, interpreted and discussed in this dissertation.
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Olson, Jean. "Educational Experiences of High Performing Adolescents: in Their Own Words." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/171.
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The purpose of this qualitative research, using narrative inquiry, was to describe, illuminate, and analyze the perspectives of a unique population - six high performing adolescents - who reflected on their educational experiences in Vermont. With input from their parent/guardians, their educators and the students themselves, this study was intended to shine a light on the experience of each of these participants. “The central idea of narrative analysis is that stories and narratives offer translucent windows into cultural and social meanings” (Patton, 2002, p. 116). This study is framed in their first-person voices to reveal the perspectives of students, parents, and teachers related to the education that these talented learners encountered in Vermont. As the starting point, my research questions related to perceptions of the students‟ educational experience and those factors leading to success as well as those which inhibited their learning. To provide an understanding of their educational experiences, I focused on first-person narratives from students, their parents, and an educator the students nominated as having made a significant positive contribution to their education. Next, I present a collective case study including the perspectives of the students, family members and teachers illuminating the essential elements of each group as culled from their descriptions. Drawing upon these descriptions, I describe the successes and challenges from the perspective of the student, family, and teachers. Findings suggest these participants hold stories similar to one another. Students, parents, and educators related experiences that resonated with one another in their commonalities. Generally, the findings point to the importance of parents, teachers, and opportunities to learn with academic and artistic peers as being significant. These high performing students also valued independent learning experiences, flexible scheduling, and higher level reading experiences. Using their first-person accounts as the basis of this study, I conclude with a discussion of the implications of my findings and recommendations for the education community involved with high performing students.
21
Melander, Åsa. "Gifted & Talented Education: A Case for Policy Implementation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32073.
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In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is official support for G&T children and signs of changing attitudes in Sweden, there are still concerns about the general acceptance of G&T students' need for support and help. Their social situation is often difficult and they do not always get challenged. One recommendation is that Sweden, in line with many other countries, should investigate the option of setting a clear, national policy for gifted and talented children.
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Huxley, Kathleen. "Motivation and approaches to learning in gifted and talented students." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627961.
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There are not, to the researcher's knowledge, any current studies that focus on the nonacademic learning outcomes of motivation and approaches to learning in a specific group of pupils; those identified as gifted and talented. Hence the author aimed to use this study to provide new knowledge in the field of gifted and talented and school effectiveness research relating to these specific pupils. Participants were a gifted and talented cohort of 286 Year 7 pupils from 19 schools in one UK Local Authority. Pupils' feelings about school and school work (PFSSW) questionnaires developed by Entwistle & Kozeki (1985) were used in a survey approach, measuring ten motivational and ten approaches to learning outcomes. Cohort survey responses were compared to Entwistle & Kozeki's 1985 findings, and the relevant literature. Quantitative statistical analysis, using ANOVA and post hoc tests, was also used to identify significant differences responses across schools, and links between school factors and learning outcomes were investigated. Qualitative analysis, employing questionnaire responses was used to draw up profiles of six gifted underachievers, and these were examined alongside teachers' pen-portraits, and school evaluation, performance and assessment data, Overall, results indicated that examination of motivation and approaches to learning of gifted and talented pupils at a cohort level reveal both homogeneous and heterogeneous preferences on outcome measures. At a school level statistically significant differences across schools are revealed suggesting possible links between particular school factors and non-academic outcomes. At an individual level a diverse range of needs and factors that may impact on gifted underachievers were observed. Implications for research, policy and practice are discussed and it is hoped that the findings of the study will point to the possible direction and focus of further investigation into this under-researched topic.
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Abu, Lucky U. "Identifying Talented and Gifted Students in a Northeastern Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4583.
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The process of identifying talented and gifted (TAG) students in one local northeastern middle school was generally inconsistent with the state and local school district identification policies. The result was that qualified students were not always identified for this program, and this practice became a rationale to conduct a modified policy analysis of the TAG program placement procedures. The local school district policies on TAG are based on the gifted program standards of the National Association for Gifted Children (NAGC). Using the NAGC standards as the conceptual framework, the implementation of district policies on identification of students into the TAG program were explored in this case study of one school. The purpose was to clarify the implementation of the TAG program processes in accordance with NAGC standards and state policy. Data were collected from multiple sources through interviews with guidance counselors, teachers, the data coach, and local middle school administrators who were involved in placement of TAG students, and from review of policy documents and archived data. Data from interviews and document review were analyzed using typological analysis model in alignment with the NAGC standards from which themes formed a policy compliance/noncompliance basis for a white paper. In this white paper, recommendations were made to the local district that included screening consistency for all students, using multiple measures for qualification, and assuring certification of testing personnel. Social change implications include the potential to improve TAG identification policy for those responsible in this district and other similar districts for placement consistent with state and NAGC standards.
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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.
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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
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Brookes, Jennifer Elizabeth. "The Challenge of Secondary Transfer : A Gifted and Talented Perspective." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520197.
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Hile, Olivia M. "Agriculture Teacher Attitudes Regarding Gifted Education and Teaching Gifted Students in the Agriculture Classroom." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7689.
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Agriculture teachers are responsible for a wide variety of students in their classrooms. It was unclear before this research how much preservice teacher instruction agriculture teachers were receiving to prepare them to teach students identified as gifted. This research aimed to measure teacher attitudes, characterization of gifted students, professional development needs, and related demographic information. Of the agriculture teachers who completed a traditional teacher preparation program, 54.50% felt that they were adequately prepared to meet the needs of gifted students in their classroom.
Participants characterized gifted agriculture students as outstanding problem solvers, quick to memorize information, and excellent in science. They did not characterize this group of students as excellent entrepreneurs, very active in FFA, and excellent leaders. These characteristics have implications for how to work with this population of students, such as using problem-based learning and integrating more science content into the classroom. By analyzing results of the importance and ability needs assessment, professional development is needed in creating challenging classroom content, differentiating instruction, and teaching problem solving skills specifically to teach gifted students in their classrooms.
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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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Ferguson, Miriam. "From Policy to Practice: How are Schoools Catering for Gifted and Talented Students?" The University of Waikato, 2007. http://hdl.handle.net/10289/2371.
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In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice. With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of what works from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'. This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each school also sees the development of this provision as an ongoing process. From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their programmes in order to more effectively cater for this group of learners. New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be. Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners. The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any appropriate approach, based on research findings, effectively.
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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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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).
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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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Christensen-Needham, Vicki. "Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5014.
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This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers.
The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children.
The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.
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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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Carlson, Nancy Naomi. "School counselors' knowledge, perceptions, and involvement concerning gifted and talented students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1674.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Chan, Suet-kwan Peggy, and 陳雪荺. "A case study of a saturday program for gifted and talented students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35322366.
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Andrews, Donna. "Alcohol and drug awareness, attitudes and use among gifted and talented students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849696967235.
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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.
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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
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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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Cadwallader, Stuart Martin. "The implicit theories of intelligence of English adolescents identified as gifted and talented." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2745/.
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An implicit theory of intelligence is a belief about the stability of intelligence – whether it is a fixed and innate trait (entity) or a malleable trait that can be manipulated through behaviour (incremental). Dweck & Leggett‟s (1988) model suggests that the theory which an individual holds can have a profound effect on their intrinsic motivation, achievement goals and academic achievement. Though there is support for this model in general, there is no conclusive evidence about whether it applies to the gifted and talented. This thesis tests the model with gifted and talented students quantitatively using a questionnaire (N=417) and explores the themes qualitatively with fourteen of these students using semi-structured email interviews. The data suggests that the theoretical framework does not fully apply to gifted and talented students. Two findings could explain this: a) participants showed high levels of motivation by endorsing both performance and learning goals b) the interview participants expressed quite complex beliefs about intelligence that defied categorization. Overall this thesis supports the need for a personalized approach to teaching the gifted and talented which allows them to maintain both positive performance and positive learning goals.
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Alexander, Julie. "Long-term effects of an early intervention program for gifted and talented students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955087.
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A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT.Department of Educational Administration and Supervision
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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.
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Tamsberg, Merle S. "Gifted and talented program evaluation : the acquisition of research skills in grades 3-8 /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733599290369.
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Skinner, Geraldine, and 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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McDonald, Anne Michelle Ms. "A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100136272.
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Cohen, Leonora M. "Simplicity in complex times: Six principles for teaching the gifted." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100557.
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The world has become increasingly complex. Curriculum methods for the gifted are likewise. Extracted from these seminal and ongoing curriculum approaches are six rules based on best practices and research from our field, which can be grasped easily and applied by teachers anywhere. When teachers work from a set of principles they can adapt to needs of students and support growth, regardless of context. Using principles strengthens teaching and supports gifted students, and perhaps all students. The six principles include: a) focus on unique pattern of strengths, b) group students by interests or abilities at least part of the time, c) move as far and as fast in the basic skills as possible, d) enrich individual interests, e) offer mediation, counseling, mentoring and facilitation, and f) provide the tools for life-long learning.El mundo es cada vez más complejo y los métodos curriculares para los talentosos siguen la misma línea. El presente estudio propone seis reglas extraidas de las aproximaciones curriculares que revelan las mejores practicas e investigaciones en el área y que además pueden ser fácilmente comprendidas y aplicadas en todo lugar. Cuando los profesores trabajan desde un grupo de principios que sustenta su actividad, pueden adaptarlos a las necesidades de sus estudiantes y apoyar su desarrollo, independientemente del contexto. Utilizando estos principios se fortalece la enseñanza y apoya a los estudiantes talentosos, así como a todos los estudiantes. Los seis principios incluyen: a) focalizarse en un patrón único de fortalezas, b) agrupar a los estudiantes por intereses o capacidades por lo menos parte del tiempo, c) ir tan rápido y lejos como se pueda a nivel de destrezas básicas, d) enriquecer los intereses individuales, e) ofrecer mediación, consejería, mentoring y facilitación, y f) brindar herramientas para el aprendizaje a lo largo de la vida.
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Friel, Nicola. "The Cinderella of Education : Gifted and Talented pupils, with a focus on Double Exceptionality." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45250.
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The teaching of the gifted has been a core part of education itself sice it was first formalised, however despite these years of experience the academic community are no closer to understanding or recommending best practice to the thousands of teachers who deal with the challenges associated with gifted and talented education on a daily basis. This study hopes to understand teachers attitudes towards these types of children as well as those children who fall into the doubly exceptional category through qualitative semi structured interviews and focus groups. The resuls showed that while participants held positives attitudes to both types of students under study they were largly unsure as to effectively educate these children and felt that proper government and global guidelines as well as teacher training could overcome these issues.
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Hageman, Katherine E. "Indentification of Hispanic American students and students of poverty for gifted and talented programs." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/KHageman2008.pdf.
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Mowoe, Faith Okeoghene. "Underachieving Gifted and Talented Minority Students in a Continuation Education Setting: An Interpretive Exploration." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322011296.
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Tamsberg, Merle S. "Gifted and talented program evaluation : the aquisition of research skills in grades 3-8." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273502714.
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Mattsson, Sara, and Sallie Redman. "Särbegåvade eller? : En studie om lärares attityder och tankar om arbetet med särbegåvade elever." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-437438.
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Enligt skollagen har alla elever rätt till stimulans i utbildningen. Alla elever “ska ges den ledning och stimulans som de behöver i sitt lärande och sin personliga utveckling för att de utifrån sina egna förutsättningar ska kunna utvecklas så långt som möjligt enligt utbildningens mål.” Skollagen (2010:800, 3 kap. 2§). Internationell forskning visar att elever som ”resonerar och utmärker sig med skärpa” behöver stimulering utöver det vanliga skolarbetet. Förmågan att kunna utmärka sig med skärpa utöver det vanliga skolarbetet är ett fenomen som beskrivs som särbegåvning. Studien bidrar till kunskap om lärarens egen uppfattning och reflektioner kring särbegåvning i den svenska grundskolan i relation till sitt eget yrkesutövande. Studien är gjord utifrån ett fenomenografiskt perspektiv vilket innebär att kvalitativa intervjuer med lärare har analyserats för att förstå tolkning av fenomenet särbegåvning. Empirin har analyserats och kategoriserats efter frågeställningarna för att framställa och diskutera forskningsresultatet. Resultaten visar att, även om det råder en ovisshet och oenighet hos lärare kring begreppet särbegåvning, så kunde alla lärare i studien framgångsrikt identifiera attributen för den särbegåvade eleven samt var överens om att det finns ett behov av ytterligare resurser och stöd i lärares arbete med dessa elever. Utbildning om särbegåvning och särbegåvade elevers förutsättningar inom lärarkåren anses som viktig för framtiden.According to the Education Act in Sweden, all students have the right to stimulation in education. All pupils “must be given the guidance and stimulus they need in their learning and personal development so that they can develop as far as possible according to the goals of education and in accordance with their own abilities.” Skollagen (2010:800, 3 kap. 2§). International research shows that students who give evidence of the ability for exceptional achievement need stimulation in addition to the usual schoolwork. The ability to excel with exception is a phenomenon described as gifted and talented. The purpose of this study is to understand the teacher’s perceptions and reflections on the phenomenon of gifted and talented students in Swedish primary schools. The study has used a phenomenographic perspective, which means that qualitative interviews with teachers were analyzed to understand their interpretations of the phenomenon gifted and talented. The data was then analyzed and categorized according to the research questions in order to present and discuss the research results. The results show that even though there is uncertainty and disagreement among teachers over the concept of gifted and talented, all the teachers in the study could successfully identify the attributes of the gifted student and they agreed that there is a need for additional resources and support in their work. Further education, about gifted and talented students, for the teaching staff was considered essential for future progress.