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1
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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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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Blumen, Sheyla, and Lanao Marcela María Cornejo. "A glance from Rorschach towards the intellectually talented children at risk." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100754.
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Personality characteristics of the intellectually gifted living under poverty conditions are des-cribed, following the Rorschach Psychodiagnostic test. Participants were 55 boys and girls (27 intellectual gifted, 28 non-gifted), age range 9-12, previously selected with the Multi-factorial model of giftedness for a former study. Results revealed that the intellectually gifted children ex- hibit the following personality characteristics: (a) tendency to approach situations from personal reflections; (b) sophisticated emotional resources; (c) high levels of initiative and creativity; (d) tendency to perfectionism; (e) need to control situations; (f) unconventionality; (h) high levels of sensibility; (i) oppositeness, as well as (j) insight resources. They also exhibit characteristics expected in poverty contexts such as cautiousness and low level of self-confidence, high levels of stress and alert towards the environment, as well as tendency to depression. Recommendations for intervention purposes are given, as well as the need to develop research lines from a multidis-ciplinary approach.Se describen las características de personalidad de niños talentosos en riesgo según el Psicodiagnóstico de Rorschach. Los participantes fueron 55 niños (27 talentosos y 28 no talentosos) de 9-12 años de edad, seleccionados para un estudio previo. Los resultados revelan que los talentosos exhiben las siguientes características: (a) se aproximan a las situaciones a partir de la auto-reflexión, (b) poseen recursos afectivos sofisticados, (c) exhiben niveles significativos de iniciativa y creatividad, (d) tienden al perfeccionismo, (e) tratan de asumir el control de las situaciones, (f ) son poco convencionales (h) exhiben elevados niveles de sensibilidad, (i) tienden a la oposición y (j) poseen recursos de introspección. Asimismo, se observan características esperadas en contextos de pobreza, tales como cautela y bajo nivel de confianza, elevados niveles de estrés y tendencia hacia la depresión. Se proponen recomendaciones para su atención así como el desarrollo de líneas de investigación interdisciplinarias.
4
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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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.
8
Chen, Hsiao-Shien. "Effectiveness of the special music programs in Taiwan for educating talented and gifted young musicians /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120615.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 250-260). Also available for download via the World Wide Web; free to University of Oregon users.
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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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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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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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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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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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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.
16
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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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
18
Song, Kyu-Woon. "Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3029/.
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The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.
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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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Starkey, Charles B. "Strategies for success: meeting the needs of children who are both culturally diverse and academically talented." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40457.
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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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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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McIntosh, Margaret E. ""I Like the Name but Not the Soup!": An Ethnographic Study of the Metalinguistic Sentience of Young Gifted Children, Its Reflection of Their Cognitive Ability and its Relationship to Their Literacy Acquisition and Literacy Learning." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330999/.
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Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These aspects of language and literacy are part of a morphological model developed by the author for classifying the evidence provided by children of their metalinguistic sentience. The two other faces of the model, displayed as a cube, depict (1) Literacy Acguisition and Literacy Learning and (2) four Prompt States: Self-, Child-, Adult-, Text. This ethnographic study of nine verbally gifted kindergarten and first grade children was conducted with a three-fold purpose: to explore whether young verbally gifted children's metalinguistic sentience coincided with their cognitive ability, to explore whether young verbally gifted children's metalinguistic sentience influenced their literacy acquisition and literacy learning, and to explore whether young verbally gifted children's literacy acquisition and literacy learning enhanced their metalinguistic sentience. The study took place during a full school year, while the author was a participant observer in the informants' classrooms. The evidence from the research indicated that the nine verbally gifted children who served as the informants for the study had a lower threshold for metalinguistic sentience than did their agemates. This lower threshold allowed them to acquire and learn literacy more easily and more efficiently.
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Caldwell, Barbara Amster Susan Frederica. "An interdisciplinary arts dialogue talented students' interests, attitudes, and perceptions of the Illinois Summer School for the Arts, 1990 /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203040.
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Thesis (Ed. D.)--Illinois State University, 1991.Title from title page screen, viewed December 16, 2005. Dissertation Committee: Susan F. Amster (chair), Barbara S. Heyl, Jack A. Hobbs, Eugene R. Irving, Patricia H. Klass, Fred A. Taylor. Includes bibliographical references (leaves 109-115) and abstract. Also available in print.
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Ross, Ruth O., and n/a. ""The extension group" - a part-time, withdrawal, enrichment program for gifted and talented children at Holt Primary School, A.C.T. : an action research study." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061107.160754.
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Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented
children has been operating at the Holt Primary School in the
Australian Capital Territory.
In keeping with the neighbourhood school policy of the ACT
Schools Authority, the program caters only for children within
the school and has included those from grades three to six.
Based on Renzulli's Enrichment Triad Model, the program has
a thematic approach which provides opportunities for participants
to pursue both group and individual research on topics of
interest to them.
Identified children remain in the program for as long as
possible and some have continued for as long as three years when
resources have been available.
This Action Research Study by the Co-ordinator of the
program describes the setting up, objectives, identification
methods, resources and evaluation.
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Rinkehag, Gabrielle. "Hur lärare samtalar om särbegåvade elever : Fokusgruppsintervju ger oss vägledning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416453.
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According to the education act, all pupils have the right to develop, based on their own ability and potential, which means that the teaching needs to be adapted and differentiated to suit all pupils. Studies show that gifted children often feel mentally bad in school, feel misunderstood and in some cases become misdiagnosed with various disabilities. The aim of this study is to deepen the knowledge about how teachers talk about giftedness and gifted children. The study is based on a social constructivist and sociocultural theoretical approach with qualitative focus group interview of teachers. With the help of hermeneutical analysis and a focus on the theory of social constructivism and sociocultural theory, this study shows that, among teachers, there is a great uncertainty about the concept of giftedness, both regarding what it means to be gifted and how these pupils can be noticed in school.Alla elever har enligt skollagen rätt att utvecklas utifrån sin egen förmåga och potential, vilket innebär att undervisningen behöver anpassas och differentieras för att passa alla elever. Studier visar att särbegåvade elever ofta mår dåligt i skolan, känner sig missförstådda och i vissa fall blir feldiagnostiserade med olika funktionsnedsättningar. Syftet med denna studie är att fördjupa kunskapen om hur lärare samtalar kring särbegåvning och särbegåvade elever. Studien är gjord utifrån en socialkonstruktivistisk samt -sociokulturell teoretisk ansats med kvalitativ fokusgruppsintervju av lärare. Med hjälp av hermeneutisk analys och ett fokus på socialkonstruktivismens teoribildning samt sociokulturell teori visar denna studie att, det bland lärare, finns en stor osäkerhet kring begreppet särbegåvning, både gällande vad det innebär att vara särbegåvad samt hur dessa elever kan uppmärksammas i skolan.
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Kaur, Juss Rani. "Out of school support for gifted and talented learners : an exploration of online discussion forums." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:76663abb-c521-497a-b58e-9bf878406cc3.
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This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.
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Fong, Wai-tsz Ricci, and 方蔚子. "Perfectionism, social connectedness, and academic self-efficacy in average and academically talented primary school students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329824.
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This research aimed to explore the phenomenon of perfectionism in Hong Kong Chinese primary school students, including those with academic talents, and to delineate any causal relationships among perfectionism, social connectedness and academic self-efficacy. To this end, three sequential studies were designed.
Study One aimed to develop and validate a version of the Adaptive/Maladaptive Perfectionism Scale (AMPS) translated into Chinese. This instrument permits the examination of various dimensions of perfectionism and made available a reliable perfectionism measure for use in Study Two. The Chinese version of AMPS is now available to other researchers for future perfectionism studies with Chinese students. In Study One, 599 fourth to sixth grade students completed the Chinese version of the AMPS. It was found that perfectionism in this population could be considered in terms of four dimensions, namely: Compulsiveness, Sensitivity to Mistakes, Contingent Self-Esteem, and Need for Admiration. All the dimensions were positively inter-correlated.
Study Two then aimed to use the validated Chinese version of AMPS to help develop a causal model to illustrate the direct predictive power of perfectionism on academic self-efficacy, and its indirect influence through the mediation of social connectedness. For this purpose, a structural equation modeling was used. A sample of 1425 fourth to sixth grade students completed a detailed questionnaire which assessed their perfectionism, their perceived social connectedness, and their academic self-efficacy. The results confirmed perfectionism as a significant and direct predictor of academic self-efficacy, and identified social connectedness as an indirect but reliable mediator in the causal relationship between perfectionism and academic self-efficacy.
Study Thee focused on academically talented students in fourth to sixth grades. Individual semi-structured interviews were conducted with 21 students nominated by their teachers as “academically talented”. The aim was to collect qualitative data to supplement the quantitative findings already obtained in Study One and Study Two. In particular, the purpose was to investigate conception of perfectionism, as well as the relationships among perfectionism, social connectedness, and academic self-efficacy in academically talented Chinese students. The findings showed Compulsiveness, Sensitivity to Mistakes, and Need for Admiration to be influential dimensions within these students’ conceptions of perfectionism but, together, all four dimensions of perfectionism directly influenced students’ perceived academic competence. Students’ perfectionism was also found to be influenced by their perceived connectedness to their families, teachers, peers and school. Perceived social connectedness, in turn, played an important role in determining academic self-efficacy.
Stemming from ecological theory and social cognitive theory, this research has provided an interactive framework for understanding the personal-social development of Chinese primary school students, particularly the academically talented. The quantitative and qualitative findings have pointed to the importance of cultural diversity in understanding perfectionism and social connectedness, and for appreciating the early impact perfectionism has on Chinese students. The implications of the findings are discussed, with due attention given to relevant theories, research methodology, directions for future research, and guidance and counseling.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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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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Slaymaker, Phillip C. "Attitudes toward gifted and talented education in the preservice training programs for school principals by heads of programs for educational administration at selected universities /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147482.
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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.
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Buenrostro, Martha. "Affective Reactions and Psychosocial Functioning in the Course of Psycho-Educational Assessment." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2210/.
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Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.
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Greene, Robert W. ""The effect of ability-based versus effort-based praise on task performance, task persistence, and internal factors in children identified as gifted or talented in mathematics"." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1396546439.
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Maxwell, Elizabeth Anne Education Faculty of Arts & Social Sciences UNSW. "An investigation of appropriate instructional design to match the ability of the learner." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/40887.
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Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.
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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.
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Thomas, Meurig Owen. "Perceptions of the actions, initiatives, policies and successes, or otherwise, of the post 1997 UK Government for the education of gifted and talented children, as outlined in its Excellence in Cities proposals." Thesis, University of Lincoln, 2002. http://eprints.lincoln.ac.uk/1865/.
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This paper enquires into the implementation of the Government’s directives for the education of the ‘gifted and talented’, as specified in the ‘Excellence in Cities’ (EiC)document. The term ‘gifted and talented’ (GaT) has been determined by government diktat and its appropriateness is examined, as are the arguments about precise definitions, the identification of such children and the rationale for the Government choice. The current concern has its roots in the past, demanding an examination of the political and educational raison d’être for the evolving policies. The assessment of the results of such policies and arrangements sheds light on their suitability and relevance for the future and are thus considered. The experience of others to provide an appropriate education and the arrangements needed to facilitate the process justify a consideration of an international perspective. The examination of the philosophy, current arrangements made elsewhere and innovative proposals for the future of the education of the able aids the establishment of the criteria with which to judge the viability and implementation of the EiC arrangements. The methodology used to obtain research data involves interviews with those responsible for implementing the EiC directives at both City and school/college level. Their answers illuminate their approach and aspirations for the education of the GaT. The success of the policy and its implementation is assessed by means of a critical analysis of the management decisions taken, and the consequences at both City and School/College level. Triangulation is accomplished by the additional use of the data gained from expert witnesses, thus helping to determine the viability and practicality of the arrangements made and envisaged. The post modernist stance of the author, coupled with a qualitative methodology, and a possible initial bias towards a revisionist view of how the education of the able should be organised, should not necessarily invalidate the conclusions reached.
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Netherland, Elizabeth. "A Study of Practices in Texas Schools Relating to Gifted Education in the Visual Arts." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500467/.
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The purpose of the study was to determine a definitive description of "artistic giftedness." A questionnaire was sent to Texas art teachers to find what characteristics they attribute to the artistically gifted, how they determine this, and what program goals they set. The wide variety of survey responses indicates the diversity of artistically gifted individuals. The high rating on all items indicates that all could be used as identifiers (higher rated characteristics identifying a larger population, lower rated ones, a smaller population). Responses to items dealing with identification indicate nontest methods to be most widely used. No connection was found between goals chosen and either characteristics or methods.
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Zubel, Edita. "Matematikai gabių vaikų ugdymo vadyba pagrindinėje mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100713_131817-27859.
Full textAbstract:
Edukologai gabių vaikų ugdymą nagrinėja įvairiais aspektais: identifikavimo, veiklos organizavimo, vertinimo ir įsivertinimo, tačiau stokojama edukologinių įžvalgų apie gabių vaikų ugdymo vadybą bendrojo lavinimo mokykloje. Problema. Kokia yra matematikai gabių vaikų ugdymo vadyba pagrindinėje mokykloje, kokios jos tobulinimo prielaidos? Darbo objektas. Matematikai gabių vaikų ugdymo vadyba pagrindinėje mokykloje. Darbo tikslas. Atskleisti matematikai gabių vaikų ugdymo vadybos pagrindinėje mokykloje ypatumus ir numatyti jos tobulinimo prielaidas. Darbo uždaviniai. Išanalizuoti mokslinę literatūrą apie matematikai gabių vaikų ugdymą, išryškinant vadybines šio proceso dimensijas. Atskleisti matematikai gabių vaikų atpažinimo proceso vadybinius aspektus. Ištirti mokytojų ir mokyklos vadovų požiūrį į matematikai gabių vaikų ugdymo organizavimą pagrindinėje mokykloje. Atskleisti mokyklų vadovų požiūrį į matematikai gabių vaikų ugdymo planavimą pagrindinėje mokykloje.
Tyrimo teorinį naujumą sudaro tai, kad pirmą kartą matematikai gabių vaikų ugdymas nagrinėjamas vadybiniu aspektu. Ištirtos matematikai gabių vaikų ugdymo planavimo ir organizavimo prielaidos yra aktualios bendrojo lavinimo mokyklų vadovams ir tyrėjams.
Tyrimo praktinį reikšmingumą sudaro tai, kad empiriškai ištirta matematikai gabių vaikų ugdymo vadyba pagrindinėje mokykloje. Tyrimo pagrindu suformuluotos išvados ir rekomendacijos matematikos mokytojams, ugdymo įstaigų vadovams ir švietimo politikams.
Tyrimo... [toliau žr. visą tekstą]The education of gifted children is being examined from various aspects: identification, organization of practical activities, assessment and self- evaluation. However, there is a lack of educational insight into the management of education of mathematically gifted children at secondary school. The results suggest that the concept of talent is quite complex and there is an obvious lack of precise definition of a talented student. There are quite many theories explaining the concept of talent however all of them emphasize only a key structural element of talent - the intellectual ability. In the modern definitions of gifted and creative students not only a high level of intellectual capacity is mentioned, but also the ability to solve problems, and creativity. The aim. To investigate and disclose the managerial aspects of education of gifted children at secondary school. Objectives: 1. To analyze the scientific literature on mathematically gifted students, highlighting the managerial dimensions of the process. 2. To reveal the managerial aspects of identification of mathematically gifted students. 3. To investigate the teachers’ and school principals’ approach to the organization of education of mathematically gifted students at secondary school. 4. To reveal the attitude of school principals to the planning of education of mathematically gifted students. Methods used: The investigation was carried out using questionnaires, the... [to full text]
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Miakinkov, Andrej. "Gabiųjų ugdymo ypatumai šiuolaikinėje visuomenėje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182541-66627.
Full textAbstract:
Tyrimo objektas – mokyklinio amžiaus gabių vaikų problemos ir jų sprendimo būdai.
Tyrimo tikslas — atskleisti gabiųjų ugdymo ypatumus šiuolaikinėje visuomenėje.
Hipotezė: Gabieji vaikai turi specialių poreikių, kuriuos reikia patenkinti norint tinkamai išugdyti jų gabumus.
Tyrimo uždaviniai: apžvelgti sociologinėje, psichologinėje bei pedagoginėje literatūroje nagrinėtus gabiųjų ugdymo klausimus, nustatyti gabiųjų ugdymo problemas kylančias visuomenėje, šeimoje, mokykloje, valstybėje, pasiūlyti galimus šių problemų sprendimo būdus.
Tyrimo metodai: teorinis (sociologinės, psichologinės ir pedagoginės literatūros, nagrinėjančios gabiuosius, bei gabumus, sisteminė analizė), empirinis (anketinė visuomenės apklausa), statistinis (apklausos duomenų analizė).
Tyrimo rezultatai parodė, kad aukštąjį išsilavinimą turintys respondentai labiau linkę vertinti gabiuosius nepalankiai ir yra mažiau suinteresuoti skirti didesnį dėmesį jų ugdymui, nors turėtų būti priešingai. Tačiau apklausa taip pat atskleidė, kad iš esmės gabiesiems reikalingas didesnis dėmesys ir respondentai neprimetė už tai atsakomybės tik tėvams ar tik valstybei. Devyni iš dešimties apklaustųjų mano, kad pirmiausiai gabiųjų vaikų ugdymu turėtų pasirūpinti šeima. Jie turi padėti pasirinkti tinkamus laisvalaikio užsiėmimus skatinančius gebėjimų vystymą. Mokykloje aukšto intelekto ir kūrybiški vaikai turėtų būti mokomi pagal specialiąsias programas, kurios gilintų žinias tose srityse, kuriose jie gali pasiekti... [toliau žr. visą tekstą]Study object – the problems related to the school aged gifted children and the solutions to them. Purpose of the study – to disclose the educational specifics of the gifted children in modern society. Hypothesis: The gifted children have special needs that require to be satisfied in order to properly educate their abilities. Tasks of the study: to examine the issues of the gifted children education analysed in sociological, psychological and educational literature, to establish the problems regarding the gifted children education arising on the society, family, school, country scale, to suggest the possible solutions to these issues. Methods of the study: theoretical: systematic analysis of the sociological, psychological and educational literature researching the gifted and their abilities, empirical: public opinion survey by a questionnaire, statistical: survey data analysis. Results. The respondents having the university degree tend to consider the gifted children unfavourably and are less interested in paying more attention to their education. However, the survey results also disclosed that basically the gifted children are in the need of more attention and the respondents did not thrust the responsibility for that only on the parents or the government. Nine out of ten respondents believe that the primary source of education to the gifted children should be their family. They should help them to choose their leisure activities that stimulate the development of their... [to full text]
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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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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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Thomas, Gethin Llewellyn. "Introducing children to Rugby Union : retaining players and developing talent." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14131.
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The design of age-appropriate organized activities has become a key issue for National Governing Bodies when introducing children to organized competitive games during childhood. For the Rugby Football Union, the complexity, physicality and structure of adult rugby union provides unique challenges when introducing children to organized mini rugby games. Although organized competitive team games are one of the key childhood developmental activities in sport, empirical research examining the development of this type of activity is sparse. A mixed methods convergent parallel research design was used where qualitative and quantitative data was collected and analyzed separately, and merged for overall analysis. Using the Developmental Model of Sports Participation as a conceptual framework, elite rugby union coaches’ views on mini rugby participation were explored. The rules of play of under-9 mini rugby matches were modified to investigate whether the principles of practice from the Developmental Model of Sports Participation could be applied to rugby games; and coaches and players attitudes and opinions towards key components of under-9 rugby explored. In the first study, the elite coaches identified organised competition and appropriate adult involvement as beneficial to player development, with an emphasis on less-structured games and sampling a variety of sports. In the second study, under-9 games based on the principles of practice from the Developmental Model of Sports Participation had 25% more ball-in-play time; 55% more runs with the ball; more than twice as many successful passes; and nearly twice as many tries scored. In the final two studies all under-9 players felt strongly that the game should involve limited structure, no playing positions and focus on passing and tackling. In contrast, under-9 coaches favoured a hybrid version of mini rugby with high amounts of engagement, skill learning opportunities, and structure. The findings show support for an alternative pathway for childhood rugby union participation, where organized competitive matches are a key developmental activity, alongside sampling a variety of sports. The results also suggest that deliberate play principles can be applied to the rules of under-9 rugby to produce a developmentally appropriate game for children.
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Russell, Joseph. "High School Teachers' Perceptions of Giftedness, Gifted Education, and Talent Development." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984199/.
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In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to assess their attitudes, feelings, and opinions about the nature and needs of gifted learners using a grounded theory model of analysis. Data collected from the 11 participants in the first phase of the analysis was combined with that collected from the 13 participants in phase two and validated throughout with continual comparison through memoing. Participants reported a general lack of engagement with scholarly work in the gifted education field as well as a dependence on the school district for effective training in classroom practice. Evidence also suggested a view of giftedness among the participants as an inherent quality of some people who needed to be properly trained in the instructional environment. Implications from this study suggest further research, both qualitative and quantitative, needs to focus on clarifying the perception of giftedness among high school teachers as well as how the delivery of effective training to those teachers can be implemented.
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Santos, Fábio Rosa dos. "Talento Motor : estudo dos indicadores somatomotores na seleção de escolares para o futebol." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/101415.
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A identificação de talentos no esporte é um tema atual e amplamente discutido. Este debate ocorre no âmbito conceitual e metodológico. Especificamente para o futebol, esta é uma temática que tem gerado diversas discussões no meio acadêmico e na prática cotidiana dos clubes brasileiros. Assim, o objetivo deste estudo foi descrever o perfil de crianças e jovens praticantes de futebol e identificar indicadores de desempenho esportivo que permitam desenvolver parâmetros e metodologias para detecção de possíveis talentos motores para o futebol. As amostras foram compostas por 361 jovens de 10 a 13 anos de idade cronológica, constituídas por 188 escolares, aleatoriamente selecionadas do Banco de Dados do PROESPBr e por 173 atletas de futebol, selecionados por critério de acessibilidade, provenientes de dois clubes de futebol do Estado do Rio Grande do Sul (RS). Foi medida a estatura, envergadura, massa corporal, flexibilidade (sentar e alcançar com banco), força/resistência abdominal (abdominais por minuto), velocidade (20 metros), agilidade (quadrado de agilidade), força explosiva de membros inferiores (salto horizontal) e aptidão cardiorrespiratória (6 minutos). Para descrever o perfil antropométrico e de aptidão física foi utilizada a estatística descritiva (média e desvio padrão). Para a identificação das variáveis preditoras recorreu-se à Análise Discriminante e foi utilizado o pacote estatístico SPSS, versão 17.0. Os resultados demonstraram que os atletas apresentaram valores médios superiores aos escolares em todas as variáveis nas idades estudadas, com exceção da massa corporal, estatura e envergadura aos 11 anos de idade. Quanto as variáveis preditoras, aquelas que discriminaram o grupo de atletas do grupo de escolares foram: aos 10 anos de idade - flexibilidade, força/resistência abdominal, agilidade, velocidade e resistência aeróbia; 11 anos de idade - força resistência abdominal, agilidade, resistência aeróbia, velocidade; 12 anos de idade - resistência aeróbia, agilidade, velocidade, força resistência abdominal e força explosiva de membros inferiores e 13 anos de idade - resistência aeróbia, agilidade, flexibilidade, velocidade, força resistência abdominal. Os resultados demonstraram que a partir da utilização da bateria de testes do Projeto Esporte Brasil foi possível discriminar atletas de futebol de escolares e elaborar modelos capazes de identificar escolares com perfil de atleta. Assim, a utilização destes modelos podem compor os critérios de seleção de jovens para a modalidade do futebol e, ainda, atuar como instrumento auxiliar aos professores de Educação Física escolar.Talent identification in sports is a current topic and it is widely discussed. This discussion occurs within conceptual and methodological. Specifically for soccer, this is a topic that has generated many discussions on academic level and in the daily practice of the Brazilian clubs. The aim of this study was to describe the profile of children and young people playing soccer and identify performance indicators sports which build parameters and methodologies for detecting potential talents engines for soccer. The sample was composed of 361 young people 10-13 years of chronological age, consisting of 188 students, randomly selected from the database of PROESP-Br and 173 soccer players selected by criteria of accessibility, from two soccer clubs of Rio Grande do Sul (RS) State. We measured height, arm span, body mass, flexibility (sit and reach with bench), abdominal strength / resistance (abdominal per minute), speed (20 meters), agility (agility square), explosive strength of lower limbs (horizontal jump) aerobic resistance (6 minutes). To describe anthropometric and physical fitness it was used descriptive statistics (mean and standard deviation). To identify the predictors we used the discriminant analysis. All analyses was done in statistical package SPSS, version 17.0. The results showed that athletes had higher values to schoolchildren in all variables and ages, with the exception of body mass, height and spread at 11 years old. The predictor variables, those discriminated group of athletes and students were: at 10 years of age - flexibility, abdominal strength / resistance, agility, speed and aerobic endurance, 11 years old - Strength abdominal endurance, agility, endurance aerobic speed; 12 years old - aerobic endurance, agility, speed, strength, abdominal strength and explosive strength of lower limbs and 13 years old - aerobic endurance, agility, flexibility, speed, strength, abdominal strength. The results showed that it was possible to discriminate between and students using the tests from Project Sport Brazil battery. Thus, we developed models capable of identifying students with athlete profile. The use of the models developed can compose the selection criteria of youth to the soccer sport and also act as an aid to teachers of Physical Education.
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Yang, Peidong. ""Foreign talent" : desire and Singapore's China scholars." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:176d27e0-0554-4429-94eb-f706792accd5.
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This thesis addresses the “foreign talent” situation in Singapore with an ethnographic account of the lived experiences of immigrant PRC students on scholarships, or “PRC scholars.” For some two decades, the Singapore government has annually recruited middle school students from China in their hundreds, selecting them through tests and interviews, granting them full scholarships at either pre-undergraduate or undergraduate level, and, very often, “bonding” them to work subsequently in Singapore for a number of years. Wooed and appropriated in such a way as prized potential human capital, PRC scholars exemplify the Singapore state’s desire for “foreign talent.” In the first decade of the twenty-first century, as the influx of all manners of “foreign talent” into the small city-state gathered pace, local sentiments and discourses of resentment arose. The local-vs-“foreign talent” problem became a serious strain on a city and people proud of their cosmopolitanism. This thesis analyzes the “foreign talent” situation through the ethnographic “macro-trope” of desire. It argues that “foreign talent” is a site of convergence and divergence, collusion and collision, accommodation and contestation, fulfillment and failure of various individual, sociocultural, and political desires and longings. Through the lens of desire, and its psychoanalytic undertones and insights, this thesis looks ethnographically into the PRC scholars’ “foreign talent” journeys in nuanced ways. Based on ethnographic fieldworks carried out in a Chinese middle school and a Singaporean university, the thesis shows how Chinese students are constituted as specific subjects of desire, and how they subsequently develop certain perceptions, attitudes, and stereotypes about the local “other” as well as about themselves after arriving in Singapore as “foreign talent.” Infused with multifarious desires, the PRC scholars’ experiences are often characterized by angst and dissatisfaction; yet it is also argued that generative subjective transformations take place precisely amidst these dynamics and pragmatics of desiring. Ultimately, this thesis seeks to make possible an ethical re-imagination of the “foreign talent” situation in Singapore from the perspective of desire; to provide an account of the so far little-studied Chinese migrant students in the context of Singapore; and to speak more broadly to the cultural and subjective dimensions of human experiences in the context of educational mobility, identity politics, and globalization.
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Jenkins, Sandra Jean. "Educational Talent Search assessing student outcomes for first-generation, low-income students in rural Georgia /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/scoleman/jenkins_sandra_j_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 99-105)
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Ray, Janet. "Parental decision-making regarding their child's participation in a middle-school talent search." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4754/.
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The present study sought to identify variables that predicted parental decision-making regarding their child's participation in a national gifted and talented identification program for middle school students and subsequent participation in recommended educational options. One hundred sixty-nine parents of students who qualified for either the 2001-2002 or 2002-2003 Duke Talent Identification Program participated in the study. The students were drawn from two large public school districts and six small private schools in a large metropolitan area in the southwestern United States. Both quantitative and qualitative methods were used to identify the variables predictive of parental decision-making regarding talent search participation. Each parent completed a questionnaire consisting of both multiple-choice and open-ended questions. Selected parents participated in structured follow-up interviews. The results of the study indicated that parental perception of the helpfulness of school personnel in explaining the purpose and process of the talent search was most predictive of participation in the talent search. The educational level of the father, parent's prior awareness of the purpose and process of talent search, and the number of enrichment activities in which the child had previously participated were also predictive of talent search participation. Qualitative data indicated that parents of both participants and nonparticipants had a limited understanding of the purpose, diagnostic power, and potential benefits of the talent search. Very few parents chose to seek extracurricular or curricular/instructional options following the talent search testing. Qualitative data indicated that parents did not choose these options due to cost, logistical concerns regarding the special programs, and reservations about the developmental appropriateness of such options for middle school students. Although talent searches are sponsored and administered by organizations outside the local school, this study suggests that parents mostly rely on their local school for notification of their child's nomination, information on the purpose and benefits of talent search, interpretation of test scores, and guidance in selecting appropriate curricular or extracurricular follow-up.
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Chadwick, Felicia School of Education Studies UNSW. "An Australian perspective on talent development in music: The influence of environmental catalysts upon the provision of opportunities for learning, training and practice in the musical domain." Awarded by:University of New South Wales. School of Education Studies, 2000. http://handle.unsw.edu.au/1959.4/17624.
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The study explored the influence of environmental catalysts, upon the provision of field specific opportunities for learning, training, and practice, for a sample population of musically involved young Australians. The findings enhance understandings of the conditions in which children's musical aptitudes are developed. Research bases in the fields of gifted education and music education were employed to support the investigation. Components of Gagn??'s Differentiated Model of Giftedness and Talent (1995a) provided the theoretical framework for this investigation. Two survey questionnaires, completed by Australian parents (N = 194 and N = 182 respectively), sought information pertaining to the subject child's musical involvements and undertakings. Some details of the musical interests and involvements of the child's parents and siblings were also obtained. Quantitative and qualitative data contribute to an extensive profile of the types of music programs and provisions which support the normative and expert development of Australian children's musical behaviours. Parents' musical interests and involvements appear to have strongly influenced the choice of home-based recreational pursuits for their children. The convincingly articulated, positive, field specific views espoused by Australian parents appear to have been translated into the provision of multiple, simultaneous opportunities for their children to engage with musical undertakings. Notable amongst the data are the structured involvements of young musicians with music composition engagements. The data also indicate that many of the sample of Australian children received high levels of support and encouragement for musical undertakings from parents who were themselves musically interested and knowledgeable. Parental involvements with their children's music lesson and practice related engagements, were found to be characterised by features of deliberate practice. The home-based environments of young Australian musicians were found to be characterised by opportunities for exposure to rigorous and challenging musical engagements, undertaken at an optimally early age, thereby enhancing normative musical development. Such engagements provided the necessary foundation for expert levels of musical skill acquisition. An ascending progression of musical skill development was demonstrated to correspond to increasing age further reinforcing the developmental perspective on the acquisition of musical expertise. Some parents indicate that musical engagement has been pursued as a means of appropriately challenging children exhibiting the cognitive and affective characteristics of giftedness.
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Kruger, Ankebé. "Sport specific talent identification determinants and development of sprinting and long jumping ability among 10-15 year old children from underprivileged communities / Ankebé Kruger." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1318.
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Svoboda, Petr. "Management komunitního portálu Jindřicháč." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75323.
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The main aim of the presented diploma thesis is to create a content and organizational structure for a students' Internet project entitled Jindřicháč.cz, the main subject matter of which is the support of a positive development of a child's personality, talents and dispositions, and their interconnection with the three other target groups - with parents, elderly people and teachers.