Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Gifted Education). Showing records 1 – 30 of 641 total matches.

[1] [2] [3] [4] [5] … [22]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters

1. Major, Jason. A Change Plan for Underachieving Gifted Children.

Degree: EdD Doctor of Education, Curriculum, Advocacy, and Policy, 2017, National-Louis University

  There exists a population of gifted and talented students for whom the educational system does not service. These children are often either from poverty… (more)

Subjects/Keywords: gifted education; underachiever; Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Major, J. (2017). A Change Plan for Underachieving Gifted Children. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/252

Chicago Manual of Style (16th Edition):

Major, Jason. “A Change Plan for Underachieving Gifted Children.” 2017. Doctoral Dissertation, National-Louis University. Accessed January 23, 2019. https://digitalcommons.nl.edu/diss/252.

MLA Handbook (7th Edition):

Major, Jason. “A Change Plan for Underachieving Gifted Children.” 2017. Web. 23 Jan 2019.

Vancouver:

Major J. A Change Plan for Underachieving Gifted Children. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Jan 23]. Available from: https://digitalcommons.nl.edu/diss/252.

Council of Science Editors:

Major J. A Change Plan for Underachieving Gifted Children. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/252


College of William and Mary

2. Dudnytska, Nataliya. Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution.

Degree: PhD, Education, 2017, College of William and Mary

 Supporting the continuous successful talent development of high-ability individuals from various backgrounds has been one of the main goals and issues in gifted education. However,… (more)

Subjects/Keywords: Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dudnytska, N. (2017). Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1516639481

Chicago Manual of Style (16th Edition):

Dudnytska, Nataliya. “Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution.” 2017. Doctoral Dissertation, College of William and Mary. Accessed January 23, 2019. https://scholarworks.wm.edu/etd/1516639481.

MLA Handbook (7th Edition):

Dudnytska, Nataliya. “Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution.” 2017. Web. 23 Jan 2019.

Vancouver:

Dudnytska N. Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution. [Internet] [Doctoral dissertation]. College of William and Mary; 2017. [cited 2019 Jan 23]. Available from: https://scholarworks.wm.edu/etd/1516639481.

Council of Science Editors:

Dudnytska N. Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution. [Doctoral Dissertation]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1516639481


Miami University

3. Perline, Kayleigh. A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS.

Degree: Specialist in Education, School Psychology, 2018, Miami University

 Educating all learners, including specific subgroup populations, has been at the forefront of school, state, and federal initiatives. Gifted education is one of those populations… (more)

Subjects/Keywords: Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Perline, K. (2018). A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1532950492037513

Chicago Manual of Style (16th Edition):

Perline, Kayleigh. “A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS.” 2018. Doctoral Dissertation, Miami University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532950492037513.

MLA Handbook (7th Edition):

Perline, Kayleigh. “A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS.” 2018. Web. 23 Jan 2019.

Vancouver:

Perline K. A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532950492037513.

Council of Science Editors:

Perline K. A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532950492037513


Youngstown State University

4. Keenan, Heather E, Keenan. Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2018, Youngstown State University

 To support the parents of gifted children, school leaders need to provide informative, research-based parent workshops that share information about the nature and needs of… (more)

Subjects/Keywords: Education; gifted, gifted children, gifted parents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keenan, Heather E, K. (2018). Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675

Chicago Manual of Style (16th Edition):

Keenan, Heather E, Keenan. “Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles.” 2018. Doctoral Dissertation, Youngstown State University. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675.

MLA Handbook (7th Edition):

Keenan, Heather E, Keenan. “Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles.” 2018. Web. 23 Jan 2019.

Vancouver:

Keenan, Heather E K. Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675.

Council of Science Editors:

Keenan, Heather E K. Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675


Kennesaw State University

5. Proctor, Tiffany Colvin. Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child.

Degree: Doctor of Education in Teacher Leadership (EdD), Education, 2014, Kennesaw State University

  This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one… (more)

Subjects/Keywords: Education; Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Proctor, T. C. (2014). Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Proctor, Tiffany Colvin. “Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child.” 2014. Thesis, Kennesaw State University. Accessed January 23, 2019. https://digitalcommons.kennesaw.edu/etd/678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Proctor, Tiffany Colvin. “Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child.” 2014. Web. 23 Jan 2019.

Vancouver:

Proctor TC. Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Jan 23]. Available from: https://digitalcommons.kennesaw.edu/etd/678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Proctor TC. Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Baylor University

6. Robins, Jennifer H. An explanatory history of gifted education : 1940-1960.

Degree: Educational Psychology., 2010, Baylor University

 This study provides an explanatory history of the field of gifted education from 1940–1960. The study focused on the overall context of these years, the… (more)

Subjects/Keywords: Gifted education.; History of gifted education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Robins, J. H. (2010). An explanatory history of gifted education : 1940-1960. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/7946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Robins, Jennifer H. “An explanatory history of gifted education : 1940-1960. ” 2010. Thesis, Baylor University. Accessed January 23, 2019. http://hdl.handle.net/2104/7946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Robins, Jennifer H. “An explanatory history of gifted education : 1940-1960. ” 2010. Web. 23 Jan 2019.

Vancouver:

Robins JH. An explanatory history of gifted education : 1940-1960. [Internet] [Thesis]. Baylor University; 2010. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/2104/7946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robins JH. An explanatory history of gifted education : 1940-1960. [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/7946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Aldapa, Marie Lynette. Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.

Degree: 2017, Loyola Marymount University

  The under-representation of racial minority students in Gifted and Talented Education (GATE)programs has been an issue with little to no resolution (Ford, 2002). These… (more)

Subjects/Keywords: Gifted education; Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aldapa, M. L. (2017). Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10245098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2017. Thesis, Loyola Marymount University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10245098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2017. Web. 23 Jan 2019.

Vancouver:

Aldapa ML. Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Internet] [Thesis]. Loyola Marymount University; 2017. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aldapa ML. Opening the Gates of a GATE Program| A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Thesis]. Loyola Marymount University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

8. Waits, Amanda. Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics.

Degree: 2016, East Tennessee State University

  The purpose of this study was to determine if there was a significant difference in total scores on the <i>Mathematical Self-Efficacy Scale, </i> the… (more)

Subjects/Keywords: Mathematics education; Gifted education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Waits, A. (2016). Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics. (Thesis). East Tennessee State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10291321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Waits, Amanda. “Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics.” 2016. Thesis, East Tennessee State University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10291321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Waits, Amanda. “Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics.” 2016. Web. 23 Jan 2019.

Vancouver:

Waits A. Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics. [Internet] [Thesis]. East Tennessee State University; 2016. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10291321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Waits A. Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics. [Thesis]. East Tennessee State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10291321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Jones, Robin A. Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students.

Degree: 2014, Walden University

  Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher… (more)

Subjects/Keywords: Education, Gifted; Education, Special

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jones, R. A. (2014). Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3645228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Robin A. “Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students.” 2014. Thesis, Walden University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Robin A. “Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students.” 2014. Web. 23 Jan 2019.

Vancouver:

Jones RA. Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students. [Internet] [Thesis]. Walden University; 2014. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones RA. Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students. [Thesis]. Walden University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Sueker, Carrie Olstad. A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students.

Degree: 2011, Walden University

  The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full… (more)

Subjects/Keywords: Education, Gifted; Education, Teacher Training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sueker, C. O. (2011). A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3453858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sueker, Carrie Olstad. “A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students.” 2011. Thesis, Walden University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3453858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sueker, Carrie Olstad. “A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students.” 2011. Web. 23 Jan 2019.

Vancouver:

Sueker CO. A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sueker CO. A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

11. Apps, Kathleen Ann. Relationships between teachers' perceptions of gifted program status and instructional choices.

Degree: 2011, University of Southern California

  This mixed-methods study examined the relationship between teachers' perceptions of gifted program status and their curricular and instructional choices in teaching the gifted students… (more)

Subjects/Keywords: Education, Gifted; Education, Special

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Apps, K. A. (2011). Relationships between teachers' perceptions of gifted program status and instructional choices. (Thesis). University of Southern California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3465945

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Thesis, University of Southern California. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3465945.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Web. 23 Jan 2019.

Vancouver:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Internet] [Thesis]. University of Southern California; 2011. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465945.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Thesis]. University of Southern California; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465945

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Cantrell, Martha Kelly. A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential.

Degree: 2013, Piedmont College

  The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness… (more)

Subjects/Keywords: Education, Gifted; Education, Special

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cantrell, M. K. (2013). A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3548756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cantrell, Martha Kelly. “A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential.” 2013. Thesis, Piedmont College. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3548756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cantrell, Martha Kelly. “A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential.” 2013. Web. 23 Jan 2019.

Vancouver:

Cantrell MK. A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential. [Internet] [Thesis]. Piedmont College; 2013. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cantrell MK. A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential. [Thesis]. Piedmont College; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Thompson, Barbara Tilden. The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians.

Degree: 2010, Teachers College, Columbia University

  The purpose of this study was to examine the early learning experiences of a select group of highly gifted and prodigious young musicians to… (more)

Subjects/Keywords: Education, Gifted; Education, Music

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thompson, B. T. (2010). The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians. (Thesis). Teachers College, Columbia University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3436230

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Barbara Tilden. “The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians.” 2010. Thesis, Teachers College, Columbia University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3436230.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Barbara Tilden. “The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians.” 2010. Web. 23 Jan 2019.

Vancouver:

Thompson BT. The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians. [Internet] [Thesis]. Teachers College, Columbia University; 2010. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3436230.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson BT. The Rage to Master| Case Studies of Early Learning Experiences of Highly Gifted and Prodigious Young Musicians. [Thesis]. Teachers College, Columbia University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3436230

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Beckerle, John R. The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program.

Degree: 2014, Lindenwood University

  The purpose of the study was to explore the current perceptions of adults who were enrolled in the gifted program of the St. Louis… (more)

Subjects/Keywords: Education, Evaluation; Education, Gifted

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beckerle, J. R. (2014). The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3606171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Beckerle, John R. “The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program.” 2014. Thesis, Lindenwood University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3606171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Beckerle, John R. “The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program.” 2014. Web. 23 Jan 2019.

Vancouver:

Beckerle JR. The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program. [Internet] [Thesis]. Lindenwood University; 2014. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3606171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beckerle JR. The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program. [Thesis]. Lindenwood University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3606171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Purdue University

15. Seward, Kristen K. Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection.

Degree: 2018, Purdue University

  This mixed methods research investigated the relationship between student and teacher perceptions of five motivational components of instruction—appeal, challenge, choice, meaningfulness, and academic self-efficacy—and… (more)

Subjects/Keywords: Gifted education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seward, K. K. (2018). Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection. (Thesis). Purdue University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10638332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seward, Kristen K. “Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection.” 2018. Thesis, Purdue University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10638332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seward, Kristen K. “Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection.” 2018. Web. 23 Jan 2019.

Vancouver:

Seward KK. Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection. [Internet] [Thesis]. Purdue University; 2018. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10638332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seward KK. Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection. [Thesis]. Purdue University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10638332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Dublin City University

16. Laurenson, Pauline. Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential.

Degree: School of Education Studies, 2012, Dublin City University

 The education of gifted and talented pupils is a topical issue and one of growing concern to many parents and teachers. This was of particular… (more)

Subjects/Keywords: Education; Gifted Education; Mentoring

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Laurenson, P. (2012). Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/16769/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Laurenson, Pauline. “Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential.” 2012. Thesis, Dublin City University. Accessed January 23, 2019. http://doras.dcu.ie/16769/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Laurenson, Pauline. “Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential.” 2012. Web. 23 Jan 2019.

Vancouver:

Laurenson P. Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential. [Internet] [Thesis]. Dublin City University; 2012. [cited 2019 Jan 23]. Available from: http://doras.dcu.ie/16769/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laurenson P. Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential. [Thesis]. Dublin City University; 2012. Available from: http://doras.dcu.ie/16769/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toledo

17. Takats, Jodi A. Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom.

Degree: PhD, Curriculum and Instruction: Gifted and Talented, 2017, University of Toledo

 The purpose of this study was to determine the behaviors, tendencies, and personality traits of teachers who are successful in working with students with gifted(more)

Subjects/Keywords: Gifted Education; Education; gifted education, general education, teachers, intervention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Takats, J. A. (2017). Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513366954264069

Chicago Manual of Style (16th Edition):

Takats, Jodi A. “Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom.” 2017. Doctoral Dissertation, University of Toledo. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513366954264069.

MLA Handbook (7th Edition):

Takats, Jodi A. “Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom.” 2017. Web. 23 Jan 2019.

Vancouver:

Takats JA. Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513366954264069.

Council of Science Editors:

Takats JA. Gifted Learning: The Behaviors and Traits of General Education Teachers that Positively Address the Needs of High Ability Learners in the Regular Education Classroom. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513366954264069


Temple University

18. Vizza, Jill Pinnola. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.

Degree: 2017, Temple University

Educational Administration

Ed.D.

This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of… (more)

Subjects/Keywords: Educational leadership;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vizza, J. P. (2017). PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,468008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vizza, Jill Pinnola. “PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.” 2017. Thesis, Temple University. Accessed January 23, 2019. http://digital.library.temple.edu/u?/p245801coll10,468008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vizza, Jill Pinnola. “PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.” 2017. Web. 23 Jan 2019.

Vancouver:

Vizza JP. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,468008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vizza JP. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,468008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Macy, Paula. Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.

Degree: 2017, Lindenwood University

  Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities… (more)

Subjects/Keywords: Educational evaluation; Gifted education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Macy, P. (2017). Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10637686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macy, Paula. “Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.” 2017. Thesis, Lindenwood University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10637686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macy, Paula. “Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.” 2017. Web. 23 Jan 2019.

Vancouver:

Macy P. Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10637686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macy P. Underachievement in Gifted Students| Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10637686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Western Kentucky University

20. Settle, Lindy. Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students.

Degree: Educational Specialist, Department of Psychology, 2007, Western Kentucky University

 Academic, general, and emotional self-concepts were measured among 140 gifted students at a residential academic summer program. The literature is conflicting concerning the positive (Humes… (more)

Subjects/Keywords: Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Settle, L. (2007). Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/262

Chicago Manual of Style (16th Edition):

Settle, Lindy. “Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students.” 2007. Masters Thesis, Western Kentucky University. Accessed January 23, 2019. https://digitalcommons.wku.edu/theses/262.

MLA Handbook (7th Edition):

Settle, Lindy. “Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students.” 2007. Web. 23 Jan 2019.

Vancouver:

Settle L. Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students. [Internet] [Masters thesis]. Western Kentucky University; 2007. [cited 2019 Jan 23]. Available from: https://digitalcommons.wku.edu/theses/262.

Council of Science Editors:

Settle L. Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students. [Masters Thesis]. Western Kentucky University; 2007. Available from: https://digitalcommons.wku.edu/theses/262


The George Washington University

21. Demaree, Roger D. A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State.

Degree: 2016, The George Washington University

  Advanced Placement curricula have become significant components of instruction for high school students in the United States, consuming resources and shaping education in ways… (more)

Subjects/Keywords: Gifted education; Educational leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Demaree, R. D. (2016). A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10090331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Demaree, Roger D. “A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State.” 2016. Thesis, The George Washington University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10090331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Demaree, Roger D. “A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State.” 2016. Web. 23 Jan 2019.

Vancouver:

Demaree RD. A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State. [Internet] [Thesis]. The George Washington University; 2016. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10090331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Demaree RD. A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State. [Thesis]. The George Washington University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10090331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida State University

22. Godfrey, Kelly C. (Kelly Carmelita). The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College.

Degree: MS, Family and Child Sciences, 2016, Florida State University

The purpose of the present study was to investigate factors that contribute to the social adjustment to college for gifted emerging adults. Specifically, perceived parental… (more)

Subjects/Keywords: Developmental psychology; Gifted children; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Godfrey, K. C. (. C. (2016). The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Godfrey_fsu_0071N_13342 ;

Chicago Manual of Style (16th Edition):

Godfrey, Kelly C (Kelly Carmelita). “The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College.” 2016. Masters Thesis, Florida State University. Accessed January 23, 2019. http://purl.flvc.org/fsu/fd/FSU_2016SU_Godfrey_fsu_0071N_13342 ;.

MLA Handbook (7th Edition):

Godfrey, Kelly C (Kelly Carmelita). “The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College.” 2016. Web. 23 Jan 2019.

Vancouver:

Godfrey KC(C. The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College. [Internet] [Masters thesis]. Florida State University; 2016. [cited 2019 Jan 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Godfrey_fsu_0071N_13342 ;.

Council of Science Editors:

Godfrey KC(C. The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College. [Masters Thesis]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Godfrey_fsu_0071N_13342 ;


Eastern Illinois University

23. Keck, Sharon. The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1.

Degree: Education Specialist (EdS), Educational Administration, 1992, Eastern Illinois University

  One of the responsibilities of educators is to meet the needs of all students. Since these needs vary according to the student, the opportunities… (more)

Subjects/Keywords: Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keck, S. (1992). The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keck, Sharon. “The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1.” 1992. Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/2157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keck, Sharon. “The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1.” 1992. Web. 23 Jan 2019.

Vancouver:

Keck S. The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1. [Internet] [Thesis]. Eastern Illinois University; 1992. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/2157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keck S. The Development of a Comprehensive Plan for Gifted Education for Windsor Community Unit1. [Thesis]. Eastern Illinois University; 1992. Available from: http://thekeep.eiu.edu/theses/2157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

24. Rothenberger, Brenda J. Elementary Gifted Program for Paris Union School District No. 95.

Degree: Education Specialist (EdS), 1984, Eastern Illinois University

  The purpose of this field experience was to develop an elementary gifted program to be implemented in Paris Union School District No. 95 in… (more)

Subjects/Keywords: Gifted Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rothenberger, B. J. (1984). Elementary Gifted Program for Paris Union School District No. 95. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rothenberger, Brenda J. “Elementary Gifted Program for Paris Union School District No. 95.” 1984. Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/2808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rothenberger, Brenda J. “Elementary Gifted Program for Paris Union School District No. 95.” 1984. Web. 23 Jan 2019.

Vancouver:

Rothenberger BJ. Elementary Gifted Program for Paris Union School District No. 95. [Internet] [Thesis]. Eastern Illinois University; 1984. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/2808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rothenberger BJ. Elementary Gifted Program for Paris Union School District No. 95. [Thesis]. Eastern Illinois University; 1984. Available from: http://thekeep.eiu.edu/theses/2808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

25. Grubb, Robert Carl. The relationship between the implementation of a differentiated curriculum and the development of intellectualism.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study was conducted to explore the perceptions of gifted students and their teachers on the relationship between the implementation of a differentiated curriculum designed… (more)

Subjects/Keywords: gifted education; intellectualism; differentiated curriculum

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grubb, R. C. (2011). The relationship between the implementation of a differentiated curriculum and the development of intellectualism. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152

Chicago Manual of Style (16th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152.

MLA Handbook (7th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Web. 23 Jan 2019.

Vancouver:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jan 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152.

Council of Science Editors:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7152

26. Wells, Christiane. The Experience of Parenting Stress in Parents of Twice-Exceptional Children.

Degree: 2018, Walden University

  Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child?s needs. This distinct… (more)

Subjects/Keywords: Gifted education; Educational psychology; Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wells, C. (2018). The Experience of Parenting Stress in Parents of Twice-Exceptional Children. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10932679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wells, Christiane. “The Experience of Parenting Stress in Parents of Twice-Exceptional Children.” 2018. Thesis, Walden University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10932679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wells, Christiane. “The Experience of Parenting Stress in Parents of Twice-Exceptional Children.” 2018. Web. 23 Jan 2019.

Vancouver:

Wells C. The Experience of Parenting Stress in Parents of Twice-Exceptional Children. [Internet] [Thesis]. Walden University; 2018. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10932679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wells C. The Experience of Parenting Stress in Parents of Twice-Exceptional Children. [Thesis]. Walden University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10932679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New South Wales

27. Jackson, Rahmi. Validation of methods to identify and measure the underachievement of gifted students.

Degree: Education, 2017, University of New South Wales

 Much confusion exists about gifted underachievement as a result of significant variations in how gifted underachievement has been identified and measured. From a review of… (more)

Subjects/Keywords: Identification; Underachievement; Gifted education; Measurement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jackson, R. (2017). Validation of methods to identify and measure the underachievement of gifted students. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/57598 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:44164/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Jackson, Rahmi. “Validation of methods to identify and measure the underachievement of gifted students.” 2017. Doctoral Dissertation, University of New South Wales. Accessed January 23, 2019. http://handle.unsw.edu.au/1959.4/57598 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:44164/SOURCE02?view=true.

MLA Handbook (7th Edition):

Jackson, Rahmi. “Validation of methods to identify and measure the underachievement of gifted students.” 2017. Web. 23 Jan 2019.

Vancouver:

Jackson R. Validation of methods to identify and measure the underachievement of gifted students. [Internet] [Doctoral dissertation]. University of New South Wales; 2017. [cited 2019 Jan 23]. Available from: http://handle.unsw.edu.au/1959.4/57598 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:44164/SOURCE02?view=true.

Council of Science Editors:

Jackson R. Validation of methods to identify and measure the underachievement of gifted students. [Doctoral Dissertation]. University of New South Wales; 2017. Available from: http://handle.unsw.edu.au/1959.4/57598 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:44164/SOURCE02?view=true


University of Minnesota

28. Lindberg, Phyllis. Minnesota Superintendents' Attitudes Toward Gifted Education.

Degree: D.Ed., Organizational Leadership, Policy, and Development, 2015, University of Minnesota

 Abstract The key to success or failure of opportunities for gifted students is affected by what a school district provides, how it views giftedness, and… (more)

Subjects/Keywords: Attitudes; Gifted Education; Superintendents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lindberg, P. (2015). Minnesota Superintendents' Attitudes Toward Gifted Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/174218

Chicago Manual of Style (16th Edition):

Lindberg, Phyllis. “Minnesota Superintendents' Attitudes Toward Gifted Education.” 2015. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2019. http://hdl.handle.net/11299/174218.

MLA Handbook (7th Edition):

Lindberg, Phyllis. “Minnesota Superintendents' Attitudes Toward Gifted Education.” 2015. Web. 23 Jan 2019.

Vancouver:

Lindberg P. Minnesota Superintendents' Attitudes Toward Gifted Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/11299/174218.

Council of Science Editors:

Lindberg P. Minnesota Superintendents' Attitudes Toward Gifted Education. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/174218

29. Perkins, Timothy. Examination of the Educational Impact of Delayed Identification of Gifted Students.

Degree: 2018, Lindenwood University

Gifted programming provides many children with an opportunity to reach their potential (Olszewski-Kubilius & Thomson, 2015). For years, gifted studies have been underfunded (Azano,… (more)

Subjects/Keywords: Educational evaluation; Gifted education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Perkins, T. (2018). Examination of the Educational Impact of Delayed Identification of Gifted Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10936837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Perkins, Timothy. “Examination of the Educational Impact of Delayed Identification of Gifted Students.” 2018. Thesis, Lindenwood University. Accessed January 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10936837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Perkins, Timothy. “Examination of the Educational Impact of Delayed Identification of Gifted Students.” 2018. Web. 23 Jan 2019.

Vancouver:

Perkins T. Examination of the Educational Impact of Delayed Identification of Gifted Students. [Internet] [Thesis]. Lindenwood University; 2018. [cited 2019 Jan 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10936837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Perkins T. Examination of the Educational Impact of Delayed Identification of Gifted Students. [Thesis]. Lindenwood University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10936837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

30. Byrd, Martha Jordan. The effect of math strategy notebooks on executive function at Midtown International School.

Degree: Graduate School, 2016, Montana State University

 Within a second grade classroom of gifted learners, many students could master advanced content and concepts, but had difficulty with the application and analysis within… (more)

Subjects/Keywords: Gifted children.; Education.; Mathematics.; Notebooks.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Byrd, M. J. (2016). The effect of math strategy notebooks on executive function at Midtown International School. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10036

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Byrd, Martha Jordan. “The effect of math strategy notebooks on executive function at Midtown International School.” 2016. Thesis, Montana State University. Accessed January 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10036.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Byrd, Martha Jordan. “The effect of math strategy notebooks on executive function at Midtown International School.” 2016. Web. 23 Jan 2019.

Vancouver:

Byrd MJ. The effect of math strategy notebooks on executive function at Midtown International School. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jan 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10036.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Byrd MJ. The effect of math strategy notebooks on executive function at Midtown International School. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10036

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] … [22]

.