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1
Thomas, Bronwyn Robyn. "The identification of gifted children under formal school entry age". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36591/1/36591_Thomas_1998.pdf.
Testo completoAbstract (sommario):
This study addresses the issue of the identification of gifted children under formal
school entry age. Case studies of the parents of thirteen gifted primary school
children were used to retrospectively identify common characteristics of giftedness
displayed by their children prior to formal schooling. Questionnaires and focused
interviews were undertaken with parents of the thirteen children, and crosschecking
of transcripts, coding criteria and analyses were used to ensure integrity. Common
behavioural characteristics of early giftedness were identified, categorised and
summarised according to frequencies, with specific examples provided.
Recommendations for the early identification of young gifted children, implications
for designing appropriate program provisions to meet the needs of young gifted
children and suggestions for further research are provided.
2
Tudor, Patti, e University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.
Testo completoAbstract (sommario):
Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.vii, 111 leaves ; 29 cm.
3
Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.
Testo completoAbstract (sommario):
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.
4
Harrison, Catherine Anne, University of Western Sydney, of Arts Education and Social Sciences College e School of Education and Early Childhood Studies. "Giftedness in early childhood : the search for complexity and connection". THESIS_CAESS_EEC_Harrison_C.xml, 2003. http://handle.uws.edu.au:8081/1959.7/483.
Testo completoAbstract (sommario):
This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years.Doctor of Education (D.Ed.)
5
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.
Testo completo
6
Mitchell, Gail Gwendolyn Jackson. "A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.
Testo completoAbstract (sommario):
The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children.Department of Special Education
7
Klausmeier, Kay Louise. "The relationship between successive, simultaneous, and planning processes and the solution of metaphors, and achievement in sixth-grade students". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184382.
Testo completoAbstract (sommario):
This research was an investigation of the relationship between the cognitive processes labeled successive, simultaneous, and planning proposed by Luria and Das (Das, Kirby & Jarman, 1979) and the solution of visual metaphors and the achievement of 6th grade elementary age students from metropolitan schools. A battery of information processing tasks based on previous research with the Luria-Das model was administered to 191 6th grade students, approximately half of whom were Anglo and half of whom were Hispanic. In addition, the Metaphoric Triads Task (MTT), a measure of comprehension of visual metaphors, was administered to the same group and achievement data from the Iowa Test of Basic Skills gathered on the same students. Confirmatory factor analysis was used to determine whether the Luria-Das model or another model fit the data; and how the information processing variables related to each other, to the Metaphoric Triads task, and to the measures of achievement. A three factor solution consistent with previous research was obtained when confirmatory factor analysis was used to fit the Luria-Das model to the data. For the Anglo group, the factor structures of all three factors were consistent with the Luria-Das model of successive, simultaneous, and planning processes. For the Hispanic group, the factor structure of the simultaneous and planning factors was consistent with previous research, but the factor structure of the successive factor was not the same as that obtained in previous research. The relationship between the academic achievement scores for the whole group and the factors was consistent with the results of previous research with the exception of Spelling. Results of the current research indicate that group administration of the battery can produce results consistent with the Luria-Das model, but further research that includes minority populations is needed. The analysis of the performance of the Anglo and Hispanic groups on the Metaphoric Triads Task indicated that the two groups performed approximately the same but may have employed different processes to solve the metaphors. The results of this study provide important data about information processing styles of 6th grade students that can be useful in educational planning.
8
Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.
Testo completoAbstract (sommario):
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.
9
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.
Testo completo
10
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/.
Testo completoAbstract (sommario):
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.
11
Grenier, Marcella Evan. "Patterns of sibling deidentification and parent identification in families with gifted children". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75353.
Testo completoAbstract (sommario):
This study examines whether pairs of same-sex siblings labeled differently (one "gifted", one "not gifted") deidentify more than pairs of same-sex siblings who are labeled the same (both "gifted"). It further investigates patterns of perceived similarity between the siblings and patterns of parent identification to establish how these influence parents' perceptions of their children as "gifted" or "not gifted".Deidentification did not appear to vary depending on whether children were labeled the same or differently. However, females produced higher measures of deidentification than males--with girls labeled the same producing the highest scores of all.
All parents tended to see siblings as contrasting. They also showed a tendency to split parent identify with their children--each parent identified with a different child. In 39 out of 40 cases if parents perceived themselves as having been gifted students, then the children they identified with were labeled as "gifted". This parental labeling seemed to occur well before any formal identification and was maintained in the face of contrary evidence.
For this group different labeling was not associated with poor sibling interaction. Poor sibling relationships appear to co-occur with poor marital relationships.
12
Kamphaus, Mary Ann. "The differential abilities scales : validation using a gifted sample". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862275.
Testo completoAbstract (sommario):
The pupose of this study was to examine the validity of the Differential Abilities Scale with a gifted sample. Subjects consisted of 111 students identified as gifted by Indiana S-4. They were in grades 1 thru 6 and ranged in age from 6-8 to 12-11 with a mean age of 9-8. There were 60 females and 51 males who participated. Approximately, 1% of the population was minority which closely resembled the school population. Data from previously administered WISC-III and WIAT (The Psychological Corporation, 1992) were available for 21 of the 111 students.The first aspect of this study was to assess the construct validity of the DAS through investigation of the internal structure. Several different models were proposed. These analyses revealed that the proposed models were not good explanations of the relationships among obtained scores because convergence could not be obtained. A respecified two factor model was obtained where loadings on a Verbal Factor were constrained as recommended by Maxwell (1977). For this sample of gifted students a two-factor model with the first factor being primarily composed of Word Definitions was found to be a tenable one for the DAS.The second aspect of this study was to examine the convergent and predictive validity of the DAS by comparing these scores with the WISC-III and WIAT scores. Verbal factors for the two intelligence tests were the most highly correlated. Although there is overlap between the two intelligence measures, each test measures something unique. While one might expect these two instruments would not correlate perfectly, this correlation is lower than predicted.The DAS cognitive portion was more highly related to the other ability measure, the WISC-III, than it was to achievement as measured by the WIAT. In addition, achievement portions of both instruments were more highly related than they were to the ability measures.Department of Educational Psychology
13
Ogonda, Agnes Akinyi. "Shades of giftedness : an ethnographic case study in the identification of giftedness in ethnic minority children within the early childhood context". Thesis, Queensland University of Technology, 1994.
Cerca il testo completoAbstract (sommario):
This study addresses the issue of identification of gifted ethnic minority children within the context of an Australian preschool. Case study method is used to describe
the characteristics of three children, their parents, teachers and the pre-school environment. The children, from India, Iran and Vietnam, had all arrived in Australia within the last twelve months. Use of existing checklists, participant observation in the home and pre-school setting, unstructured interviews with parents and teachers, and collection of children's work were the main methods of data
collection.
Through the analytic process culture-specific behaviours have been identified. These descriptions have been used to develop a behavioral characteristics checklist which can be used by teachers as a framework during identification of
gifted ethnic minority children. This forms part of a portfolio of assessment compiled using the study findings.
Teacher awareness of giftedness, educational responses,
theories and definitions of intelligence were also addressed through a workshop conducted as part of the study.
The study reports on the effect of culture on manifestation of gifted behaviour, motivation, socioeconomic issues, teacher attitude and parent-teacher co-operation
in the gifted ethnic minority child's learning outcomes.
Suggestions for furtherresearch are also included.
14
Runyon, Lisa. "Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28471/.
Testo completoAbstract (sommario):
Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an accelerated curriculum because younger students frequently lack school records or portfolios used to identify gifted students. This study examined the accuracy of cognitive ability and achievement tests in predicting academic achievement by the end of second grade, correlating test results and final grade averages collected from sixteen children ages five to six who entered a public school program for high-ability learners in kindergarten. A multiple regression analysis indicated the Wechsler Preschool and Primary Scale of Intelligence produced the highest mean IQ score and a strong correlation with reading achievement. The Wechsler Individual Achievement Test contributed in small part to the prediction of academic achievement. The Naglieri Nonverbal Ability Test and the Kaufman Brief Intelligence Test-Second Edition had negative correlations with final grade averages, indicating they are not predictors of academic achievement for these students.
15
Vine, Heidi L. "An empirical typology of cognitive abilities in high achieving third grade students". Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389692.
Testo completoAbstract (sommario):
The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed.Department of Educational Psychology
16
Udall, Anne Jeannette, e Anne Jeannette Udall. "Peer referral as a process for locating Hispanic students who may be gifted". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184312.
Testo completoAbstract (sommario):
The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.
17
Lee, Mary-Elizabeth. "Teachers' conceptions of gifted children: Perspectives through the use of gender". Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36641/1/36641_Digitsed%20Thesis.pdf.
Testo completoAbstract (sommario):
In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests.
There is considerable under-representation of females in mathematics, science and technology related careers and in positions of influence on policy in these areas. This is pertinent for this research in light of the current climate in which a backlash to gender equity for girls has emerged with a concern for 'what about the boys?'. It appears that, despite considerable initiatives to improve girls access and performance in these curriculum areas, that girls with high ability in mathematics, science and technqlogy do not translate their ability into careers in these fields.
The research problem investigated in this thesis emerged when the researcher became aware that teachers in Brisbane, Australia, nominated as many as five times more boys than girls for a mathematics and science enrichment program for gifted children. Hence, teachers' conceptions of what it means to have high ability in mathematics and science in early childhood appeared to be influenced by gender. Thus the research investigates the following questions:
- What are teachers' conceptions of giftedness in young children?
- What are the gender dimensions of these conceptions?
- What does this mean for early childhood teaching and learning?
- What are the implications for the teaching profession?
Single indepth interviews were conducted with sixteen early primary school teachers (14 female and two male). The teachers were drawn from state and private schools and were selected on the basis that they had nominated boys and girls for participation in the Enrichment Network for the Very Young, a program operating at Queensland University of Technology. In the first stage of the analysis, a phenomenographic framework was used to develop a model of teachers' conceptions of giftedness. This model comprises seven categories of description or ways that teachers see the phenomenon of giftedness in relation to young children. These categories describe the way teachers see gifted children as:
• Possessing innate/natural or God-given ability,
• Having potential,
• Being rare,
• Highly noticeable,
• Having high levels of motivation,
• Demonstrating excellence in one or more areas, and
• Exhibiting asynchronous development in non-academic areas.
In the second stage of the analysis an interpretive approach was used to understand the model of giftedness from a gender perspective.
This latter analysis found that teachers' conceptions of giftedness are indeed gendered and that each of the seven categories of giftedness guides teacher behaviours or actions that directly disadvantage girls. This finding points to the significant impact teachers' _conceptions of giftedness have on the provision of appropriate programs for gifted boys and girls in early education. Therefore, in this thesis I argue that the construct 'giftedness' is itself masculinised and is therefore problematic for high achieving girls. Recommendations for addressing this in pre-service teacher education and professional development are made.
18
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/.
Testo completoAbstract (sommario):
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.
19
Dimitriadis, Christos. "Developing mathematical giftedness within primary schools : a study of strategies for educating children who are gifted in mathematics". Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4608.
Testo completoAbstract (sommario):
This thesis explores the range of strategies used for educational provision for gifted children in mathematics in a group of schools in England. A review of literature relating to international theory and existing research in gifted education and empirical work into the teaching of gifted mathematicians were carried out. The literature review examined the dominant theories of intelligence and giftedness in general, including the historical background of definitions of giftedness and methods for its measurement, before specifically focusing on the concept of mathematical giftedness. The study was located in primary schools within Greater London, where schools are required to implement the ‘Gifted and Talented’ policy of the UK government. The research was conducted in two stages during the school years 2007-2008 and 2008-2009. The first stage involved a questionnaire survey sent to primary schools within five Local Educational Authorities. For the second stage of the research, which constituted the main study, a case study approach was used. The main methods of data collection employed within the case study were observations of mathematics lessons, semi-structured interviews with children nominated as able or gifted mathematicians and their teachers, as well as analysing documentary evidence (i.e., school policy, teacher’s planning, children’s assessment records and children’s written work). It was found that schools were responding to the policy in pragmatic terms, although no specific training was provided for practising teachers or school co-ordinators as part of the national training programme in making provision for mathematically gifted children. In practice, in classrooms, it was found that teachers’ level of confidence and expertise, the level of focused attention given to gifted children, the level of support and extension through higher-order questioning, as well as the size of the class and the nature of the work set were factors which affected the progress, perceptions and attitudes of children who were nominated to be able mathematicians. There is a paucity of research which has investigated aspects of provision for gifted and talented children, particularly in mathematics, in the UK. By specifically addressing this topic, this study makes a distinct contribution to current literature in both understanding aspects of mathematical giftedness and the range of provision used. This study makes a particular contribution to finding out how practising teachers in England are responding to a government initiative, which should be of interest to both policy-makers and practitioners. This thesis also presents examples for organising and teaching mathematics to gifted children at higher cognitive levels, within regular classrooms; this may be of interest to audiences internationally, including countries where there are no policies of provision for mathematically gifted children.
20
Daniel, Coralie, e n/a. "The identification of mathematical ability and of factors significant in its nurture". University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.
Testo completoAbstract (sommario):
This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives.
Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life.
Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas.
Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition.
Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.
21
Bernardo, Juana Xavier. "Provision for the gifted primary-schooler in Hong Kong perspectives and issues /". Thesis, Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38625982.
Testo completo
22
Mahmoud, Taisir Subhi Ali Ashaikh. "The identification of gifted primary school children in Jordan and the impact of CAL on their mathematics achievement and creativity". Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309977.
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23
Kenyeres, Judit. "Screening for learning disabilities and giftedness : the applicability of the DIAL-R with French-speaking preschool Quebec children". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63802.
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24
García-Zapatero, de Villegas Gianina. "Kyle R. Carter & Susan Kontos Roeper, "An Application of Cognitive. Developmental Theory to the Identification of Gifted Children", A journal on Gifted Education. Vol. 5, No. 2, Nov. 1982, pp. 17-20". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101469.
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25
Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children". Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.
Testo completoAbstract (sommario):
Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.
26
Palmer, Karen Smith. "A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29637.
Testo completoAbstract (sommario):
In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use of a minimum of four criteria out of the eight criteria provided by the Commonwealth in the identification process. The concept of using multiple criteria stems from research. Research has shown that the criteria used in the identification of gifted students affect the number of identified students as well as the proportions of the underrepresented (Donovan & Cross, 2002). Research has also shown that the use of multiple criteria leads to a higher proportion of underrepresented students identified (Callahan, Hunsaker, Adams, Moore, and Bland, 1995). The purpose of this study was to compare the gifted identification criteria used within the Commonwealth of Virginiaâ s public school divisions and analyze the effects of the criteria on the percentages of underrepresented gifted within the divisions.
In this study, the researcher analyzed the numbers of each minority in the total populations against the total gifted minority populations to identify those divisions that were proportional for traditionally underrepresented minorities. All aspects of the gifted identification process for each division were then analyzed. The aspects were then used to compare the proportional divisions to the non-proportional divisions for commonalities in the identification process. Findings revealed that there were no divisions with reported minorities that were proportional in all traditionally underrepresented ethnicities. In addition, no one specific standardized measure was successfully used in identifying non-traditionally gifted minorities in all ethnic groups. The implication that can be drawn from this research is that despite all attempts to put research into practice by using multiple criteria in the identification of the gifted, there is no one criterion that ensures the proportional identification of underrepresented minorities.Ph. D.
27
Phillips, Eunice Dunbar. "The educational needs of gifted children". Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.
Testo completoAbstract (sommario):
This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
28
Harrison, Catherine Anne. "Giftedness in early childhood : the search for complexity and connection /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.
Testo completoAbstract (sommario):
Thesis (D. Ed.)--University of Western Sydney, 2003."A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.
29
Ellett, Phyllis B. Baker Paul J. "Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.
Testo completoAbstract (sommario):
Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
30
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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31
Yockey, Tammy Denise. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.
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32
Collier, Robyn Maree. "Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.
Testo completoAbstract (sommario):
Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level.
The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour.
The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group.
The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
33
Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
Testo completoAbstract (sommario):
In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
34
Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.
Testo completoAbstract (sommario):
The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon.
At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the
sociometric results.
The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group.
This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.
35
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.
Testo completoAbstract (sommario):
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).
36
Hay, Peta Kerin Education Faculty of Arts & Social Sciences UNSW. "Prosocial reasoning and empathy in gifted children". Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.
Testo completoAbstract (sommario):
This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.
37
Sankar-DeLeeuw, Naomi. "Gifted young children, an in-depth investigation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46914.pdf.
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38
Tang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.
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39
Hilaael-Badillo, Natale N. "Identification of Gifted Learners in an Urban Elementary School: What is "The Gifted Spark"?" Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610556258230318.
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40
Andreasen, Felicity Anne. "Placement for musically gifted youth: Identification and tests". Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21514.
Testo completoAbstract (sommario):
This mixed methods single case study examines test processes devised to identify and select musically gifted youth for entry to a music secondary school in Australia. The purpose of the study is to examine the responses of adult stakeholders (AS) on questions relating to music ability and test criteria and to analyse aptitude and achievement test scores of musically gifted student stakeholders (SS). In the performing arts, it is essential that the in-house identification framework attends to individual skill differences and early/late developmental onset in the spirit of potential. The rationale of the study is to present the case for a personalised approach, equally targeting potential and achievement, widening the gap at the gateway to include a diverse pool of gifted music learners. Supported by the New South Wales, Department of Education and Training Policy and implementation strategies for the education of gifted and talented students (DET, 1991, revised 2004) referred to from here on, as the NSW GAT Policy (DET, 2004) and the Gagné Differentiated Model of Giftedness and Talent or DMGT (Gagné, 2003), Phase 1 of the study is concerned with entry test processes such as choice of identification criteria. Questionnaires and interviews have been used to gather AS perceptions (n=10) on entry test matter because of their past and current experiences with the process, school, gifted and general music education. The focus for Phase 2 of the study has been Gordon’s Advanced Measure of Music Audiation (AMMA, 1989) and Iowa Test of Music Literacy (ITML 5, 1970, revised 1991) undertaken by SS applicants (n=73) during the scheduled entry process. For Phase 3, the focus has shifted to a later timeframe where successful entrants (n=25) completed Gordon’s ITML 6 (1991) post-entry. The overarching question is whether the entry test process captures the right student for the nature of the program and the school through a balance of objective and subjective measures. The study’s findings return significant correlations on the data for all three phases. The results, while clarifying Phase 1 AS perceptions, confirm the position of an objective music xviii aptitude test within an entry test process to select musically gifted youth for secondary school specialist music programs. Collectively, the data concludes that best practice identification in the case of musically gifted youth, is best served by a balance of objective and subjective criteria to measure both potential and achievement appropriate to age, stage and field of endeavour. In addition, the AS data reveals findings associated with musically gifted student personality traits aligning with the talent development model, the Scholarly Productivity/Artistry or SP/A of Subotnik and Jarvin (2005). Collective analysis of AS transcript data has allowed the emergence of themes associated with dimensions of identification, such as possible mismatch and optimal match among successful entrants to the program and the school. Thus this study contributes to the literature that views music ability as multi-faceted, encompassing a mix of music intelligences, aspirations and developmental trajectories. It is essential that specialist high schools within the gifted and talented paradigm focus on potential and talent development in the nurturing of obvious and masked ability. The data and findings for this study report the theme “ideal dual identity” wherein the distinction between able and highly able musically gifted youth does not, in principle, impact on learning in a gifted and talented environment. While the entry cohort has demonstrated various levels of skills mastery on entry, according to AS data, the gap between able and highly has narrowed rapidly post-entry. Thus the research supports the role of entrance test criteria in identifying and selecting musically gifted youth purposive to the program and the school, based on a model that summarises, converges and integrates data in direct reference to entry test criteria as adapted from the NSW GAT Policy (DET, 2004). It is surmised that the findings for this study clarify a model that has the capacity to identify and select highly able young musicians with broad-spectrum potential and diverse dimensions of musical expression and skill acquisition, in transition from general primary school to secondary specialist music school. Thus the entry test criteria as examined in this study clarify the phenomenon of “ideal identity” wherein potential could be defined as fluid, not as a single construct, in predicting achievement and ongoing success. The researcher believes that the subsequent recommendations arising from the findings and discussion will support musically gifted youth, as well as educators and policy makers, in their roles in assisting a range of musically gifted children in their transition to selective school settings. However, the researcher also recognises that these recommendations are based on a sample of applicants and may not represent all primary aged musically gifted children seeking entry to selective programs in the context of gifted and talented education.
41
Dewar, Merilyn. "Gifted education and ideology : the growth of the gifted education movement in South Africa". Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.
Testo completoAbstract (sommario):
Includes bibliography.Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
42
Shapiro, Angela Bianca. "Where are the gifted children? : the representation of gifted students in caldecott medal books". Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1054.
Testo completoAbstract (sommario):
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
43
Zabloski, James. "Gifted dropouts a phenomenological study /". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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44
Penney, Sharon Charlotte. "Fostering parent-teacher relationships when children are gifted". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23056.pdf.
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45
Šimelionienė, Aida. "Factors affecting the achievements of intellectually gifted children". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120131_092535-76705.
Testo completoAbstract (sommario):
The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities.Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio.
46
McGill, Keisha KaVon. "Experiences of African American Mothers Raising Gifted Children". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.
Testo completoAbstract (sommario):
Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to explore the experiential anecdotes offered by the participants and to guide in analysis of developing themes. In addition, critical race theory was used to further examine the narratives offered by the participant mothers. Nine African American mothers whose children were identified as academically and intellectually gifted participated in interviews; analysis of data included use of the hermeneutic circle and resulted in the identification of 4 essential themes and 8 subthemes. Subthemes, that seemed particularly meaningful to participants, included othermothering, exasperation, resilience, and the Black male experience. Findings highlight the mothers' resilience when dealing with instances of microaggressions and microinsults. Additionally, findings elucidated their desire to see every child succeed through othermothering behaviors. Implications for positive social change include contributing to the body of knowledge regarding the needs and challenges affecting African American mothers raising gifted children.
47
Keenan, Heather E. Keenan. "Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles". Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675.
Testo completo
48
Clinton, Stephen Michael. "Training the gifted in leadership". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/371.
Testo completo
49
Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools". Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.
Testo completoAbstract (sommario):
The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable research regarding teacher attitudes and their impact on gifted education and gifted students, but little research has been undertaken to investigate the impact of teachers’ knowledge, attitudes and experiences on the identification of giftedness. To address this gap in the research, the present study examined the question: How is the identification of giftedness of students in primary schools influenced by the knowledge, attitudes and experiences of principals and teachers?
Using a mixed methods design within the paradigm of pragmatism, the research data were collected in two phases: the collection and analysis of quantitative data at a system level through an online survey, and case study involving analysis of school documentation and semi-structured interviews across six sites.
In Phase One, the online survey was distributed across the system of 111 Catholic primary schools. The responses from the system-wide survey assisted in the selection of schools with high and low rates of identification of gifted students as case study sites for the second phase of the study. In Phase Two, a total of six principals and 44 teachers participated in the case study from across six sites selected as three successful- and three non-successful schools. Phase Three included the final synthesis and analysis of all data. The data collected sought to determine the knowledge, attitudes and experiences of teachers and leaders, and school approaches and practices of identification, and their influence on the identification of giftedness in these schools.
The central findings of the study are reflected in a proposed model, which elucidates specific elements in relation to knowledge and attitudes of educators, and the approaches and practices of schools, towards gifted education and identification of giftedness that enable the effective identification of giftedness. Within knowledge, the levels of training and the significance of understanding the multidimensional nature of giftedness were identified as core to the process of identification of gifted students in the primary school setting. Positive attitudes towards giftedness, and a shared responsibility for the identification process, among the school leadership and teachers leads to effective identification. The research also found that sharpened focus on identification through leadership, embedded school-wide policy and practices, provision of resources, and ongoing professional learning are key elements of effective identification. Essential to the identification process is the involvement of teachers and leaders in early and ongoing identification practices using a range of accessible objective and subjective measures.
The model highlights the complex interplay of factors that contribute to effective identification of giftedness and the significance of teacher, leader and systemic commitment to gifted education. The research findings and recommendations have significance from the perspective of educational system leaders and school-based practitioners who have the challenge of effectively identifying, and responding to, the needs of their gifted students.
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Reavill, Sandra. "A historical review of the rapid acceleration model for teaching mathematically precocious youth including an anecdotal record of the kindergarten mathematics experience of one highly gifted youth /". Abstract. Full Text (HTML) Full Text (PDF) Video (HTML), 2007. http://eprints.ccsu.edu/archive/00000436/02/1931FT.htm.
Testo completoAbstract (sommario):
Thesis (M.S.) -- Central Connecticut State University, 2007.Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Secondary Educators." Includes bibliographical references (leaves 166-172). Also available via the World Wide Web.