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You searched for subject:(Identification of gifted AND talented pupils). Showing records 1 – 30 of 89 total matches.

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Brunel University

1. Brady, Margaret. An exploration of the impact of gifted and talented policies on inner city schools in England : a case study.

Degree: PhD, 2015, Brunel University

 This study investigates the impact of various ‘gifted and talented’ initiatives, brought in by successive governments in the UK since 1999. The research employs the… (more)

Subjects/Keywords: 371.9; Local authority adviser; Excellence in cities; Identification of gifted and talented pupils; Provision for gifted and talented pupils

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APA (6th Edition):

Brady, M. (2015). An exploration of the impact of gifted and talented policies on inner city schools in England : a case study. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/11630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675885

Chicago Manual of Style (16th Edition):

Brady, Margaret. “An exploration of the impact of gifted and talented policies on inner city schools in England : a case study.” 2015. Doctoral Dissertation, Brunel University. Accessed December 10, 2019. http://bura.brunel.ac.uk/handle/2438/11630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675885.

MLA Handbook (7th Edition):

Brady, Margaret. “An exploration of the impact of gifted and talented policies on inner city schools in England : a case study.” 2015. Web. 10 Dec 2019.

Vancouver:

Brady M. An exploration of the impact of gifted and talented policies on inner city schools in England : a case study. [Internet] [Doctoral dissertation]. Brunel University; 2015. [cited 2019 Dec 10]. Available from: http://bura.brunel.ac.uk/handle/2438/11630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675885.

Council of Science Editors:

Brady M. An exploration of the impact of gifted and talented policies on inner city schools in England : a case study. [Doctoral Dissertation]. Brunel University; 2015. Available from: http://bura.brunel.ac.uk/handle/2438/11630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675885


University of Vermont

2. Olson, Jean. Educational Experiences of High Performing Adolescents: in Their Own Words.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2009, University of Vermont

 The purpose of this qualitative research, using narrative inquiry, was to describe, illuminate, and analyze the perspectives of a unique population - six high performing… (more)

Subjects/Keywords: gifted; talented

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APA (6th Edition):

Olson, J. (2009). Educational Experiences of High Performing Adolescents: in Their Own Words. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/171

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):

Olson, Jean. “Educational Experiences of High Performing Adolescents: in Their Own Words.” 2009. Thesis, University of Vermont. Accessed December 10, 2019. https://scholarworks.uvm.edu/graddis/171.

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

MLA Handbook (7th Edition):

Olson, Jean. “Educational Experiences of High Performing Adolescents: in Their Own Words.” 2009. Web. 10 Dec 2019.

Vancouver:

Olson J. Educational Experiences of High Performing Adolescents: in Their Own Words. [Internet] [Thesis]. University of Vermont; 2009. [cited 2019 Dec 10]. Available from: https://scholarworks.uvm.edu/graddis/171.

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

Council of Science Editors:

Olson J. Educational Experiences of High Performing Adolescents: in Their Own Words. [Thesis]. University of Vermont; 2009. Available from: https://scholarworks.uvm.edu/graddis/171

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


University of Houston

3. James, Tiffany. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 The purpose of this qualitative case study examined the differences in the GT referral & identification process that may hinder Black and Latino/a student participation.… (more)

Subjects/Keywords: Gifted and talented

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APA (6th Edition):

James, T. (2016). DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1544

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):

James, Tiffany. “DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.” 2016. Thesis, University of Houston. Accessed December 10, 2019. http://hdl.handle.net/10657/1544.

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

MLA Handbook (7th Edition):

James, Tiffany. “DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.” 2016. Web. 10 Dec 2019.

Vancouver:

James T. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10657/1544.

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

Council of Science Editors:

James T. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1544

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


University of Canterbury

4. Christensen-Needham, Vicki. Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education.

Degree: Educational Studies and Human Development, 2010, University of Canterbury

 This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and… (more)

Subjects/Keywords: gifted and talented; children; gifted and talented children; social and emotional characteristics; social and emotional needs of gifted and talented children; gifted and talented education; teacher attitudes; professional development in gifted and talented education

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APA (6th Edition):

Christensen-Needham, V. (2010). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5014

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):

Christensen-Needham, Vicki. “Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education.” 2010. Thesis, University of Canterbury. Accessed December 10, 2019. http://hdl.handle.net/10092/5014.

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

MLA Handbook (7th Edition):

Christensen-Needham, Vicki. “Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education.” 2010. Web. 10 Dec 2019.

Vancouver:

Christensen-Needham V. Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10092/5014.

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

Council of Science Editors:

Christensen-Needham V. Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5014

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


Louisiana State University

5. Samson, Douglas Scott. The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention.

Degree: PhD, Education, 2008, Louisiana State University

 The GREAT (Gifted Readers Enhance Academic Talent) Reading Project is a quasi-experimental, between-group study that evaluated a 13-week before-school student tutoring/mentoring reading and literacy program.… (more)

Subjects/Keywords: tutor; mentor; reading; gifted; talented; underrepresentation; gifted identification

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APA (6th Edition):

Samson, D. S. (2008). The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11102008-120516 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1068

Chicago Manual of Style (16th Edition):

Samson, Douglas Scott. “The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention.” 2008. Doctoral Dissertation, Louisiana State University. Accessed December 10, 2019. etd-11102008-120516 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1068.

MLA Handbook (7th Edition):

Samson, Douglas Scott. “The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention.” 2008. Web. 10 Dec 2019.

Vancouver:

Samson DS. The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention. [Internet] [Doctoral dissertation]. Louisiana State University; 2008. [cited 2019 Dec 10]. Available from: etd-11102008-120516 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1068.

Council of Science Editors:

Samson DS. The GREAT Reading Project (Gifted Readers Enhance Academic Talent): a gifted-on-gifted, cross-age tutoring and mentoring intervention. [Doctoral Dissertation]. Louisiana State University; 2008. Available from: etd-11102008-120516 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1068


Texas A&M University

6. Esquierdo, Jennifer Joy. Early identification of Hispanic English language learners for gifted and talented programs.

Degree: 2006, Texas A&M University

 The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics… (more)

Subjects/Keywords: Gifted; Talented

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APA (6th Edition):

Esquierdo, J. J. (2006). Early identification of Hispanic English language learners for gifted and talented programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3944

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):

Esquierdo, Jennifer Joy. “Early identification of Hispanic English language learners for gifted and talented programs.” 2006. Thesis, Texas A&M University. Accessed December 10, 2019. http://hdl.handle.net/1969.1/3944.

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

MLA Handbook (7th Edition):

Esquierdo, Jennifer Joy. “Early identification of Hispanic English language learners for gifted and talented programs.” 2006. Web. 10 Dec 2019.

Vancouver:

Esquierdo JJ. Early identification of Hispanic English language learners for gifted and talented programs. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1969.1/3944.

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

Council of Science Editors:

Esquierdo JJ. Early identification of Hispanic English language learners for gifted and talented programs. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3944

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


University of Saskatchewan

7. Gaudet, Danielle Yvette. Elementary school educators' assumptions on the identification of students who are gifted and talented.

Degree: 2008, University of Saskatchewan

 The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary… (more)

Subjects/Keywords: authentic assessment; educator assumptions; gifted and talented; identification

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APA (6th Edition):

Gaudet, D. Y. (2008). Elementary school educators' assumptions on the identification of students who are gifted and talented. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-06162008-110003

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):

Gaudet, Danielle Yvette. “Elementary school educators' assumptions on the identification of students who are gifted and talented.” 2008. Thesis, University of Saskatchewan. Accessed December 10, 2019. http://hdl.handle.net/10388/etd-06162008-110003.

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

MLA Handbook (7th Edition):

Gaudet, Danielle Yvette. “Elementary school educators' assumptions on the identification of students who are gifted and talented.” 2008. Web. 10 Dec 2019.

Vancouver:

Gaudet DY. Elementary school educators' assumptions on the identification of students who are gifted and talented. [Internet] [Thesis]. University of Saskatchewan; 2008. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10388/etd-06162008-110003.

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

Council of Science Editors:

Gaudet DY. Elementary school educators' assumptions on the identification of students who are gifted and talented. [Thesis]. University of Saskatchewan; 2008. Available from: http://hdl.handle.net/10388/etd-06162008-110003

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


University of Iowa

8. Shepard, Samuel Joseph. The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners.

Degree: PhD, Psychological and Quantitative Foundations, 2010, University of Iowa

  The present study examined the impact of recognition on a group of talent award winners, including attributions for success and the consequences of these… (more)

Subjects/Keywords: attributions of success; continued engagement; gifted and talented; recognition; talent award; Educational Psychology

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APA (6th Edition):

Shepard, S. J. (2010). The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/883

Chicago Manual of Style (16th Edition):

Shepard, Samuel Joseph. “The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners.” 2010. Doctoral Dissertation, University of Iowa. Accessed December 10, 2019. https://ir.uiowa.edu/etd/883.

MLA Handbook (7th Edition):

Shepard, Samuel Joseph. “The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners.” 2010. Web. 10 Dec 2019.

Vancouver:

Shepard SJ. The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Dec 10]. Available from: https://ir.uiowa.edu/etd/883.

Council of Science Editors:

Shepard SJ. The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/883


University of North Texas

9. Willerson, Amy. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.

Degree: 2017, University of North Texas

 This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation… (more)

Subjects/Keywords: Affective validation; Arts education; Artistically gifted and talented; Artistic ways of knowing; Cognitive ethnography; Gifted and talented; Theatre students; Education, Curriculum and Instruction; Theater; Education, General

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APA (6th Edition):

Willerson, A. (2017). Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984213/

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):

Willerson, Amy. “Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.” 2017. Thesis, University of North Texas. Accessed December 10, 2019. https://digital.library.unt.edu/ark:/67531/metadc984213/.

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

MLA Handbook (7th Edition):

Willerson, Amy. “Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.” 2017. Web. 10 Dec 2019.

Vancouver:

Willerson A. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Dec 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984213/.

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

Council of Science Editors:

Willerson A. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984213/

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

10. Santos, Rosimeire dos [UNESP]. Resultados da metodologia CEDET: um estudo com estudantes egressos.

Degree: 2016, Universidade Estadual Paulista

A Educação para estudantes com dotação e talento vem sendo discutida em diversas pesquisas, em sua maioria, no campo da Psicologia e da Pedagogia, voltadas… (more)

Subjects/Keywords: Educação de dotados e talentosos; Identificação e intervenção pedagógica; Avaliação de metodologia; Gifted and talented education; Identification and pedagogical intervention; Assessment of methodology; Educación de dotados y talentosos; Identificación e intervención pedagógica; Avaluación de metodología

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APA (6th Edition):

Santos, R. d. [. (2016). Resultados da metodologia CEDET: um estudo com estudantes egressos. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/144289

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):

Santos, Rosimeire dos [UNESP]. “Resultados da metodologia CEDET: um estudo com estudantes egressos.” 2016. Thesis, Universidade Estadual Paulista. Accessed December 10, 2019. http://hdl.handle.net/11449/144289.

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

MLA Handbook (7th Edition):

Santos, Rosimeire dos [UNESP]. “Resultados da metodologia CEDET: um estudo com estudantes egressos.” 2016. Web. 10 Dec 2019.

Vancouver:

Santos Rd[. Resultados da metodologia CEDET: um estudo com estudantes egressos. [Internet] [Thesis]. Universidade Estadual Paulista; 2016. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/11449/144289.

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

Council of Science Editors:

Santos Rd[. Resultados da metodologia CEDET: um estudo com estudantes egressos. [Thesis]. Universidade Estadual Paulista; 2016. Available from: http://hdl.handle.net/11449/144289

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


Queensland University of Technology

11. Lee, Mary-Elizabeth. Teachers' conceptions of gifted children : perspectives through the use of gender.

Degree: 2000, Queensland University of Technology

Subjects/Keywords: Gifted children Education (Early childhood) Queensland; Gifted children Queensland Identification; Teachers of gifted children Attitudes; gifted; talented; boy; girl; gender; intelligence; early childhood; teacher conceptions; teacher beliefs; mathematics; science; thesis; doctoral

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

APA (6th Edition):

Lee, M. (2000). Teachers' conceptions of gifted children : perspectives through the use of gender. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36641/

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):

Lee, Mary-Elizabeth. “Teachers' conceptions of gifted children : perspectives through the use of gender.” 2000. Thesis, Queensland University of Technology. Accessed December 10, 2019. http://eprints.qut.edu.au/36641/.

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

MLA Handbook (7th Edition):

Lee, Mary-Elizabeth. “Teachers' conceptions of gifted children : perspectives through the use of gender.” 2000. Web. 10 Dec 2019.

Vancouver:

Lee M. Teachers' conceptions of gifted children : perspectives through the use of gender. [Internet] [Thesis]. Queensland University of Technology; 2000. [cited 2019 Dec 10]. Available from: http://eprints.qut.edu.au/36641/.

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

Council of Science Editors:

Lee M. Teachers' conceptions of gifted children : perspectives through the use of gender. [Thesis]. Queensland University of Technology; 2000. Available from: http://eprints.qut.edu.au/36641/

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


Baylor University

12. Kettler, David Todd. An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables.

Degree: Educational Psychology., 2012, Baylor University

 Critical thinking is an often-stated educational objective in gifted education as well as general education. Yet for all the attention that 21st Century education has… (more)

Subjects/Keywords: Cognitive ability.; Critical thinking.; Gifted and talented.

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APA (6th Edition):

Kettler, D. T. (2012). An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8492

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):

Kettler, David Todd. “An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables. ” 2012. Thesis, Baylor University. Accessed December 10, 2019. http://hdl.handle.net/2104/8492.

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

MLA Handbook (7th Edition):

Kettler, David Todd. “An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables. ” 2012. Web. 10 Dec 2019.

Vancouver:

Kettler DT. An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables. [Internet] [Thesis]. Baylor University; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2104/8492.

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

Council of Science Editors:

Kettler DT. An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables. [Thesis]. Baylor University; 2012. Available from: http://hdl.handle.net/2104/8492

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


University of Houston

13. Minshew, Lana 1984-. Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population.

Degree: Educational Psychology, Department of, 2012, University of Houston

 Gender differences in adolescents are a thoroughly researched topic of educational psychology. One of the gender differences between adolescents is creative thinking. Current findings have… (more)

Subjects/Keywords: Creativity; Gifted and Talented; Gender Differences

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APA (6th Edition):

Minshew, L. 1. (2012). Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/922

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):

Minshew, Lana 1984-. “Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population.” 2012. Thesis, University of Houston. Accessed December 10, 2019. http://hdl.handle.net/10657/922.

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

MLA Handbook (7th Edition):

Minshew, Lana 1984-. “Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population.” 2012. Web. 10 Dec 2019.

Vancouver:

Minshew L1. Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10657/922.

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

Council of Science Editors:

Minshew L1. Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/922

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

14. Sandmeyer, Jodi Lynn. Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  Meeting the educational needs of rural Minnesota high school high-ability learners in mathematics can be challenging for educators. This qualitative study involved interviewing high… (more)

Subjects/Keywords: Education; Gifted and Talented; Mathematics; Phenomonology

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APA (6th Edition):

Sandmeyer, J. L. (2014). Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1707

Chicago Manual of Style (16th Edition):

Sandmeyer, Jodi Lynn. “Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners.” 2014. Doctoral Dissertation, University of North Dakota. Accessed December 10, 2019. https://commons.und.edu/theses/1707.

MLA Handbook (7th Edition):

Sandmeyer, Jodi Lynn. “Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners.” 2014. Web. 10 Dec 2019.

Vancouver:

Sandmeyer JL. Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Dec 10]. Available from: https://commons.und.edu/theses/1707.

Council of Science Editors:

Sandmeyer JL. Educational Experiences Of Rural Minnesota High-Ability Mathematics Learners. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1707

15. Hays, Cameron. Curiosity and Gifted Identification: A Mixed Methods Study.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  This dissertation was designed to explore the link between epistemic curiosity and giftedness, in order to provide an additional potentially non-biased assessment to contribute… (more)

Subjects/Keywords: Curiosity; Diversity; Gifted; GT; Mixed methods; Talented; Educational Psychology; Gifted Education

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APA (6th Edition):

Hays, C. (2018). Curiosity and Gifted Identification: A Mixed Methods Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1435

Chicago Manual of Style (16th Edition):

Hays, Cameron. “Curiosity and Gifted Identification: A Mixed Methods Study.” 2018. Doctoral Dissertation, U of Denver. Accessed December 10, 2019. https://digitalcommons.du.edu/etd/1435.

MLA Handbook (7th Edition):

Hays, Cameron. “Curiosity and Gifted Identification: A Mixed Methods Study.” 2018. Web. 10 Dec 2019.

Vancouver:

Hays C. Curiosity and Gifted Identification: A Mixed Methods Study. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Dec 10]. Available from: https://digitalcommons.du.edu/etd/1435.

Council of Science Editors:

Hays C. Curiosity and Gifted Identification: A Mixed Methods Study. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1435


East Tennessee State University

16. Ross-Sisco, Kathryn Ann. Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  The purpose of this study was to examine gifted education programs in public schools in Northeast Tennessee. There is a wide disparity among established… (more)

Subjects/Keywords: Professional Development; Funding; Student Identification and Assessment; Program Requirements and Policies; Gifted and Talented; Gifted; Education; Gifted Education

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APA (6th Edition):

Ross-Sisco, K. A. (2008). Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1935

Chicago Manual of Style (16th Edition):

Ross-Sisco, Kathryn Ann. “Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed December 10, 2019. https://dc.etsu.edu/etd/1935.

MLA Handbook (7th Edition):

Ross-Sisco, Kathryn Ann. “Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study.” 2008. Web. 10 Dec 2019.

Vancouver:

Ross-Sisco KA. Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2019 Dec 10]. Available from: https://dc.etsu.edu/etd/1935.

Council of Science Editors:

Ross-Sisco KA. Gifted Education in Northeast Tennessee Public Schools: A Descriptive Study. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1935


Liberty University

17. Summers, Bradford. Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study.

Degree: 2012, Liberty University

 This is a phenomenological study of adult perceptions of the experience of being identified "talented and gifted" as children. Data were gathered by transcribing the… (more)

Subjects/Keywords: Adult; Counseling; Education; Gifted; Phenomenology; Talented; Education, Educational Psychology; Education, General; Education, Sociology of; Psychology, General; Counseling Psychology; Education; Educational Psychology; Gifted Education; Psychology; School Psychology

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APA (6th Edition):

Summers, B. (2012). Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/558

Chicago Manual of Style (16th Edition):

Summers, Bradford. “Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study.” 2012. Doctoral Dissertation, Liberty University. Accessed December 10, 2019. http://digitalcommons.liberty.edu/doctoral/558.

MLA Handbook (7th Edition):

Summers, Bradford. “Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study.” 2012. Web. 10 Dec 2019.

Vancouver:

Summers B. Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Dec 10]. Available from: http://digitalcommons.liberty.edu/doctoral/558.

Council of Science Editors:

Summers B. Adult Perceptions of the Experience of Being Identified "Talented and Gifted" as Children: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/558


University of Western Sydney

18. Gruppetta, Maree. The life journey of gifted adults : a narrative exploration of developmental differences.

Degree: 2009, University of Western Sydney

 The experiences of culturally diverse gifted learners have become a focus for research within the last decade, as have the experiences of gifted adults, yet… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); gifted persons; gifted adults; gifted and talented; intellect; genius; multiculturalism; case studies; Australia

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APA (6th Edition):

Gruppetta, M. (2009). The life journey of gifted adults : a narrative exploration of developmental differences. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/489708

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):

Gruppetta, Maree. “The life journey of gifted adults : a narrative exploration of developmental differences.” 2009. Thesis, University of Western Sydney. Accessed December 10, 2019. http://handle.uws.edu.au:8081/1959.7/489708.

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

MLA Handbook (7th Edition):

Gruppetta, Maree. “The life journey of gifted adults : a narrative exploration of developmental differences.” 2009. Web. 10 Dec 2019.

Vancouver:

Gruppetta M. The life journey of gifted adults : a narrative exploration of developmental differences. [Internet] [Thesis]. University of Western Sydney; 2009. [cited 2019 Dec 10]. Available from: http://handle.uws.edu.au:8081/1959.7/489708.

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

Council of Science Editors:

Gruppetta M. The life journey of gifted adults : a narrative exploration of developmental differences. [Thesis]. University of Western Sydney; 2009. Available from: http://handle.uws.edu.au:8081/1959.7/489708

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


University of Kentucky

19. French, Brandon H. TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING.

Degree: 2016, University of Kentucky

 Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has… (more)

Subjects/Keywords: gifted and talented; technology; STEM; creative construction; middle school; Gifted Education; Science and Mathematics Education

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APA (6th Edition):

French, B. H. (2016). TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/stem_etds/7

Chicago Manual of Style (16th Edition):

French, Brandon H. “TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING.” 2016. Masters Thesis, University of Kentucky. Accessed December 10, 2019. http://uknowledge.uky.edu/stem_etds/7.

MLA Handbook (7th Edition):

French, Brandon H. “TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING.” 2016. Web. 10 Dec 2019.

Vancouver:

French BH. TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2019 Dec 10]. Available from: http://uknowledge.uky.edu/stem_etds/7.

Council of Science Editors:

French BH. TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/stem_etds/7


University of Georgia

20. Crowder, Isabelle Gettys. Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 The Michelangelo Academy (MA), a public middle school program of choice located in Jinx County, Georgia, has been described as “a timely response to rising… (more)

Subjects/Keywords: Gifted and talented students; Differentiated instruction; Middle school; Mixed methods design

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APA (6th Edition):

Crowder, I. G. (2011). Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd

Chicago Manual of Style (16th Edition):

Crowder, Isabelle Gettys. “Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students.” 2011. Doctoral Dissertation, University of Georgia. Accessed December 10, 2019. http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd.

MLA Handbook (7th Edition):

Crowder, Isabelle Gettys. “Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students.” 2011. Web. 10 Dec 2019.

Vancouver:

Crowder IG. Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Dec 10]. Available from: http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd.

Council of Science Editors:

Crowder IG. Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd


University of Canterbury

21. Hurford, Leigh Hannah Margaret. ‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators.

Degree: Teacher Education, 2013, University of Canterbury

 The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is… (more)

Subjects/Keywords: gifted and talented; sustainability; leadership; professional learning and development

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APA (6th Edition):

Hurford, L. H. M. (2013). ‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8670

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):

Hurford, Leigh Hannah Margaret. “‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators.” 2013. Thesis, University of Canterbury. Accessed December 10, 2019. http://hdl.handle.net/10092/8670.

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

MLA Handbook (7th Edition):

Hurford, Leigh Hannah Margaret. “‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators.” 2013. Web. 10 Dec 2019.

Vancouver:

Hurford LHM. ‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10092/8670.

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

Council of Science Editors:

Hurford LHM. ‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8670

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


University of Canterbury

22. Tapper, Catherine Louise. 'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents.

Degree: School of Teacher Education, 2014, University of Canterbury

 This thesis explores the experiences of school for gifted and talented adolescents in New Zealand. The foci of inquiry are a) what it is like… (more)

Subjects/Keywords: gifted and talented; achievement and underachievement; phenomenology; culture and context; identities

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APA (6th Edition):

Tapper, C. L. (2014). 'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9057

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):

Tapper, Catherine Louise. “'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents.” 2014. Thesis, University of Canterbury. Accessed December 10, 2019. http://hdl.handle.net/10092/9057.

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

MLA Handbook (7th Edition):

Tapper, Catherine Louise. “'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents.” 2014. Web. 10 Dec 2019.

Vancouver:

Tapper CL. 'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10092/9057.

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

Council of Science Editors:

Tapper CL. 'Being in the World of School'. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9057

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


Massey University

23. Yeo, Lindsay James. Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context.

Degree: Masters, Educational Psychology, 2016, Massey University

 When it comes to provision for intellectually gifted students, acceleration – the introduction of curriculum early or at a faster rate than usual – is… (more)

Subjects/Keywords: Acceleration; Gifted; Talented; Self-concept; Belonging; Social-emotional

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APA (6th Edition):

Yeo, L. J. (2016). Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10416

Chicago Manual of Style (16th Edition):

Yeo, Lindsay James. “Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context.” 2016. Masters Thesis, Massey University. Accessed December 10, 2019. http://hdl.handle.net/10179/10416.

MLA Handbook (7th Edition):

Yeo, Lindsay James. “Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context.” 2016. Web. 10 Dec 2019.

Vancouver:

Yeo LJ. Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10179/10416.

Council of Science Editors:

Yeo LJ. Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10416


Virginia Commonwealth University

24. Sumner, Christopher Mark. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that… (more)

Subjects/Keywords: Talent Development; Gifted and Talented; Education; Disproportionality; Social Justice; Educational Leadership

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APA (6th Edition):

Sumner, C. M. (2018). A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5654

Chicago Manual of Style (16th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed December 10, 2019. https://scholarscompass.vcu.edu/etd/5654.

MLA Handbook (7th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Web. 10 Dec 2019.

Vancouver:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Dec 10]. Available from: https://scholarscompass.vcu.edu/etd/5654.

Council of Science Editors:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5654


University of Missouri – Columbia

25. Prince, H. MiUndrae. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This different type of dissertation, written in the form of a monograph, and includes an… (more)

Subjects/Keywords: gifted and talented programs; parental involvement; minority students; urban education

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APA (6th Edition):

Prince, H. M. (2012). Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15930

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):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Thesis, University of Missouri – Columbia. Accessed December 10, 2019. http://hdl.handle.net/10355/15930.

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

MLA Handbook (7th Edition):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Web. 10 Dec 2019.

Vancouver:

Prince HM. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10355/15930.

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

Council of Science Editors:

Prince HM. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15930

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


Texas Tech University

26. Alghamdi, Abdullah A. Teachers’ knowledge of the characteristics of gifted and talented students in visual arts.

Degree: MEd, Special Education, 2012, Texas Tech University

 This study, conducted in Lubbock, Texas, examined teachers’ knowledge of the characteristics of gifted and talented students in visual arts. The study presents a specific… (more)

Subjects/Keywords: Keyword 1; Gifted And talented; Keyword 2; Visual Arts

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APA (6th Edition):

Alghamdi, A. A. (2012). Teachers’ knowledge of the characteristics of gifted and talented students in visual arts. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73897

Chicago Manual of Style (16th Edition):

Alghamdi, Abdullah A. “Teachers’ knowledge of the characteristics of gifted and talented students in visual arts.” 2012. Masters Thesis, Texas Tech University. Accessed December 10, 2019. http://hdl.handle.net/2346/73897.

MLA Handbook (7th Edition):

Alghamdi, Abdullah A. “Teachers’ knowledge of the characteristics of gifted and talented students in visual arts.” 2012. Web. 10 Dec 2019.

Vancouver:

Alghamdi AA. Teachers’ knowledge of the characteristics of gifted and talented students in visual arts. [Internet] [Masters thesis]. Texas Tech University; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2346/73897.

Council of Science Editors:

Alghamdi AA. Teachers’ knowledge of the characteristics of gifted and talented students in visual arts. [Masters Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/73897


Brock University

27. Leroux, Janice Anne. The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs .

Degree: Department of Graduate and Undergraduate Studies in Education, 1978, Brock University

Subjects/Keywords: Gifted children – Education.; Talented students.

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APA (6th Edition):

Leroux, J. A. (1978). The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2109

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):

Leroux, Janice Anne. “The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs .” 1978. Thesis, Brock University. Accessed December 10, 2019. http://hdl.handle.net/10464/2109.

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

MLA Handbook (7th Edition):

Leroux, Janice Anne. “The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs .” 1978. Web. 10 Dec 2019.

Vancouver:

Leroux JA. The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs . [Internet] [Thesis]. Brock University; 1978. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10464/2109.

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

Council of Science Editors:

Leroux JA. The development of a model for the administration of special programs for the gifted and talented with studies into the implications of such programs . [Thesis]. Brock University; 1978. Available from: http://hdl.handle.net/10464/2109

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


University of Iowa

28. Batenburg, Ann M. The Davidson Fellows: case studies in science talent development.

Degree: PhD, Education, 2011, University of Iowa

  This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program… (more)

Subjects/Keywords: Davidson Fellowship; DMGT; Gifted; Science; Talent development; Talented; Education

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APA (6th Edition):

Batenburg, A. M. (2011). The Davidson Fellows: case studies in science talent development. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1202

Chicago Manual of Style (16th Edition):

Batenburg, Ann M. “The Davidson Fellows: case studies in science talent development.” 2011. Doctoral Dissertation, University of Iowa. Accessed December 10, 2019. https://ir.uiowa.edu/etd/1202.

MLA Handbook (7th Edition):

Batenburg, Ann M. “The Davidson Fellows: case studies in science talent development.” 2011. Web. 10 Dec 2019.

Vancouver:

Batenburg AM. The Davidson Fellows: case studies in science talent development. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Dec 10]. Available from: https://ir.uiowa.edu/etd/1202.

Council of Science Editors:

Batenburg AM. The Davidson Fellows: case studies in science talent development. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1202


University of Missouri – Columbia

29. Prince, H. MiUndrae. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This different type of dissertation, written in the form of a monograph, and includes an… (more)

Subjects/Keywords: gifted and talented programs; parental involvement; minority students; urban education

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

APA (6th Edition):

Prince, H. M. (2012). Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15930

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):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Thesis, University of Missouri – Columbia. Accessed December 10, 2019. https://doi.org/10.32469/10355/15930.

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

MLA Handbook (7th Edition):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Web. 10 Dec 2019.

Vancouver:

Prince HM. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 10]. Available from: https://doi.org/10.32469/10355/15930.

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

Council of Science Editors:

Prince HM. Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15930

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


University of Sydney

30. Kemp, Katrina Elizabeth. Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively .

Degree: 2016, University of Sydney

 As an initiating structure from which to begin diversified learning processes, quality literary texts provide immense playgrounds of imagination, ideas and exciting uses of language… (more)

Subjects/Keywords: English syllabus; Objective C; Creativity; Imagination; Gifted & Talented; Engagement

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

APA (6th Edition):

Kemp, K. E. (2016). Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15564

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):

Kemp, Katrina Elizabeth. “Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively .” 2016. Thesis, University of Sydney. Accessed December 10, 2019. http://hdl.handle.net/2123/15564.

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

MLA Handbook (7th Edition):

Kemp, Katrina Elizabeth. “Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively .” 2016. Web. 10 Dec 2019.

Vancouver:

Kemp KE. Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2123/15564.

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

Council of Science Editors:

Kemp KE. Potentials and Constraints: Engaging Gifted and Talented Students Creatively and Imaginatively . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15564

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

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