subject:(Identification of gifted AND talented pupils)

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

URL: http://bura.brunel.ac.uk/handle/2438/11630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675885

► 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)

▼ 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 Case Study method in an inner-city London primary school. Data gathered from semi-structured interviews with teachers, teaching assistants, pupils, parents and senior managers was analysed, using a thematic method. Documents including the School Development Plan, Ofsted reports and internal policies were also analysed, as well as lesson observations. A literature review encompassing both the history of ‘gifted and talented’ policy development and research on identifying and providing for ‘gifted and talented’ pupils revealed a notable lack of empirical research evidence as a basis for the policies. The emphasis on identifying ‘gifted and talented’ pupils in the policies, with less guidance about provision, possibly led practitioners to unfruitful and inaccurate directions. The research was contextualised by a review of the role of the Local Authority, in which the school was located, in implementing ‘gifted and talented’ policies. The importance of this diminishing role was confirmed. The challenge now is how to disseminate future initiatives, with no clear way to communicate with school leaders. The subsequent Case Study identified the strengths of the policies as raising awareness of the needs of this group of pupils, as well as finding a need for more professional development for teachers, which is unlikely to be met, since the policy was disbanded in 2011. Other findings showed that, whilst teachers have become more accepting of ‘gifted and talented’ policy, the lack of guidance about provision led to them using self-theories and professional experience to ensure ‘gifted and talented’ pupils have opportunities for challenge, with mixed success. More information, based on evidence-based research, needs to be made available to teachers to ensure they can provide effectively for this group of learners.

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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.uvm.edu/graddis/171

► 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)

▼ The purpose of this qualitative research, using narrative inquiry, was to describe, illuminate, and analyze the perspectives of a unique population - six high performing adolescents - who reflected on their educational experiences in Vermont. With input from their parent/guardians, their educators and the students themselves, this study was intended to shine a light on the experience of each of these participants. “The central idea of narrative analysis is that stories and narratives offer translucent windows into cultural and social meanings” (Patton, 2002, p. 116). This study is framed in their first-person voices to reveal the perspectives of students, parents, and teachers related to the education that these talented learners encountered in Vermont. As the starting point, my research questions related to perceptions of the students‟ educational experience and those factors leading to success as well as those which inhibited their learning. To provide an understanding of their educational experiences, I focused on first-person narratives from students, their parents, and an educator the students nominated as having made a significant positive contribution to their education. Next, I present a collective case study including the perspectives of the students, family members and teachers illuminating the essential elements of each group as culled from their descriptions. Drawing upon these descriptions, I describe the successes and challenges from the perspective of the student, family, and teachers. Findings suggest these participants hold stories similar to one another. Students, parents, and educators related experiences that resonated with one another in their commonalities. Generally, the findings point to the importance of parents, teachers, and opportunities to learn with academic and artistic peers as being significant. These high performing students also valued independent learning experiences, flexible scheduling, and higher level reading experiences. Using their first-person accounts as the basis of this study, I conclude with a discussion of the implications of my findings and recommendations for the education community involved with high performing students. Advisors/Committee Members: Hasazi, Susan.

Subjects/Keywords: gifted; talented

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10657/1544

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10092/5014

► 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 (6^th 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 (16^th 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 (7^th 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

URL: etd-11102008-120516 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1068

► 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)

▼ 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. The study examined the effects of the intervention on reading achievement for each group involved, including high-ability gifted fifth grade mentors, high-ability gifted first grade protégés, and above-average first grade “Scholastic Academy” protégés. Its primary goal was to improve academic achievement for above-average students in order to help them formally qualify for gifted services. The secondary goal was to promote and assess academic growth for high-ability students already in the gifted program. Mentor/protégé pairs met 3-4 times per week under the monitoring and supervision of certified elementary school teachers. Student pairs interacted as necessary to accomplish learning tasks such as decoding, fluency, and critical reading skills that promote reading comprehension. Pairs read and discussed picture books, chapter books, children’s magazines, and/or assigned books or stories. Some flexibility existed in the program, based on student interest and materials available. Control groups received traditional reading instruction instead of tutoring. The subjects included above-average and high-ability first and fifth grade students. The treatment group consisted of approximately 20 first graders and 20 fifth graders. First graders and fifth graders were paired for compatibility. A similar sized control group was chosen from other gifted sites. Criterion sampling (qualification to participate in the gifted/talented program in the local public school system) was used to select the treatment and control groups. The Gates-MacGinitie Reading Tests, Fourth Edition, a standardized, norm-referenced instrument used to assess reading achievement, was used as a pre- and posttest to assess growth in reading. One-way (for the fifth graders) and Two-way ANOVA (for the 1st graders) was used to determine the effectiveness of the intervention for each group of participants. Surveys were administered to each grade level of the treatment group to evaluate the social validity of the intervention, in an attempt to determine the social significance or importance of the goals, the social appropriateness of the procedures, and the social importance of the effects or outcomes (the personal benefit) for the participants.

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

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1969.1/3944

► 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)

▼ The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics of this study. Due to the uncertainty and ambiguity surrounding the assessment of the escalating Hispanic student population, the underrepresentation of Hispanics in gifted and talented (GT) programs has developed into a critical educational concern (Bernal, 2002; Irby & Lara-Alecio, 1996; Ortiz & Gonzalez, 1998). The research questions that guided this study focused on finding validated assessments for early identification of the gifted Hispanic English language learners (ELLs) in kindergarten. The first research question aimed to determine the concurrent validity of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) using the Naglieri Nonverbal Abilities Test (NNAT) and Wookcock Language Proficient Battery-Revised (WLPB-R) selected three subtests, administered in English and Spanish. This study found a positive statistically significant correlation between the HBGSI, the NNAT, and WLPB-R subtests. The second question focused on the correlation between language proficiency as measured by the WLPB-R subtests and nonverbal intelligence measured using the NNAT. This analysis found that there was a statistically significant correlation between the NNAT and the WLPB-R subtests. The third question concentrated on the difference in performance on the NNAT and WLPB-R subtests by two student groups, those identified and those not identified GT using the HBGSI. The study determined that the students identified GT performed statistically significantly different on the NNAT than those not identified GT. The fourth question centered on the difference in performance on the HBGSI of students enrolled in a transitional bilingual education (TBE) and those enrolled in an English as a second language (ESL) classroom. The results of my study showed that students in a TBE classroom performed statistically significantly different on five HBGSI clusters (Social & Academic Language, Familial, Collaboration, Imagery, and Creative Performance) than students in ESL classroom. The study??s results were analyzed, interpreted and discussed in this dissertation. Advisors/Committee Members: Lara-Alecio, Rafael (advisor), Garcia, Gonzalo (committee member), Irby, Beverly (committee member), Nash, William (committee member), Quiroz, Blanca (committee member).

Subjects/Keywords: Gifted; Talented

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10388/etd-06162008-110003

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://ir.uiowa.edu/etd/883

► 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)

▼ The present study examined the impact of recognition on a group of talent award winners, including attributions for success and the consequences of these attributions for continued engagement in the talent field. Participants were winners of the Davidson Fellows Scholarship, which recognizes students under the age of 18 who have completed a significant piece of original work in the fields of science, technology, mathematics, music, literature, or philosophy. The study used survey data collected from Davidson Fellows who received an award between 2001-2007. Descriptive statistics revealed that the majority of participants (70.5%) were still clearly engaged in the field in which they received the award. Participants in the fields of science, math, and technology showed more evidence of continued engagement than participants in the fields of music, literature, or philosophy. Females were found to have higher rates of continued engagement than males. The constant comparative method was used to qualitatively examine participants' responses to open-ended questions regarding the perceived impact of the award on their personal, academic, artistic, and professional lives. The qualitative analysis revealed 12 distinct categories of impact: Financial Support, Opened Doors, Personal Satisfaction, Validation, Recognition by Others, Reinforcement/Encouragement, Increased Confidence, Increased Pressure/Responsibility, Meaningful Connections, Process Gains, Miscellaneous, and Little to No Impact. These categories indicated receiving a Davidson Fellows Scholarship had a positive impact on participants across a variety of life domains. Attributions of success related to winning the award were measured with regard to the extent to which participants endorsed stable, internal attributions (i.e., aptitude) and unstable, external attributions (i.e., resources). Overall, male and female participants did not differ significantly in their endorsement of aptitude-based or resource-based attributions of success. However, among participants in the fields of science, math, and technology, males had significantly stronger endorsement aptitude-based attributions, while females had significantly stronger resource-based attributions. Despite these differences, these attributional patterns did not predict continued engagement in these fields. However, among participants in the fields of music, literature, and philosophy, aptitude- and resource-based attributions predicted 22% of the variance in continued engagement. In the overall sample, attributions of success did not predict continued engagement. Finally, no significant group differences were found with regard to attributions of success across all talent domains. Advisors/Committee Members: Westefeld, John S. (supervisor).

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

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://digital.library.unt.edu/ark:/67531/metadc984213/

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/11449/144289

►

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)

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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 principalmente para a legislação, para definições de terminologia e para a identificação e intervenção pedagógica. Mesmo com essa evolução, são poucas as pesquisas no âmbito de avaliação de programas, e observa-se que esse conhecimento não tem atingido o seu objetivo primordial, que é chegar às escolas. No entanto, existe no Brasil a metodologia Caminhos para Desenvolver Potencial e Talento – CEDET, que oferece construtos bem definidos para identificação, bases teóricas validadas por procedimentos científicos, trabalho em corresponsabilidade com os sistemas de ensino, percentual significativo de estudantes em intervenção educativa. Diante dessa constatação, a presente pesquisa objetivou verificar os resultados da metodologia do CEDET. A hipótese do estudo foi a de que a intervenção educativa do CEDET auxilia no desenvolvimento das potencialidades desses estudantes. A metodologia utilizada foi a descritivo-analítica, com uso de análise documental e questionários. Teve como participantes dezoito estudantes egressos do Centro. Adotou-se para a análise a perspectiva humanista, e a análise de conteúdo pela estratégia de porção de sentidos. Os resultados evidenciam a existência de conhecimentos teóricos factível para a identificação e a intervenção educativa aos estudantes com dotação e talento; a distância entre os preceitos contidos nos documentos legais e como esse processo é organizado no cotidiano das escolas; a importância da inserção de conhecimentos teóricos e práticos na formação docente. Conclui-se que o Centro para Desenvolver Potencial e Talento alcança sua finalidade na promoção do desenvolvimento das potencialidades de seus estudantes proporcionando a ampliação de visão de mundo, a interação e convivência com o outro e um elevado autoconceito acadêmico, físico e social. Espera-se que as discussões aqui propostas possam colaborar com a ampliação de conhecimentos na área, e principalmente indicar alternativas viáveis para a educação dos mais capazes.

Education for students with giftedness and talent has been discussed in several studies, mostly in the field of Psychology and Pedagogy, focused mainly on the legislation, for terminology and definitions for identifying and pedagogical intervention. Even with this development, there is little research in the evaluation of programs, and it is observed that this knowledge has not achieved its primary goal, which is to reach the schools However, there is in Brazil, Paths to Develop Potential and Talent – CEDET methodology; which offers well-defined constructs for identification, theoretical bases validated by scientific procedures, work in corresponsibility with the educational systems, a significant percentage of students in educational intervention. Due to this, the present study aimed to verify the results of CEDET methodology. The study hypothesis was that CEDET educational intervention assists in…

Advisors/Committee Members: Zaniolo, Leandro Osni [UNESP], Guenther, Zenita Cunha, Universidade Estadual Paulista (UNESP).

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 (6^th 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 (16^th 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 (7^th 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

URL: http://eprints.qut.edu.au/36641/

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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2104/8492

► 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)

▼ 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 placed on thinking skills, including critical thinking, methods of assessing critical thinking are not well-developed or widely used. This study investigated the critical thinking skills of upper elementary students using two tests of critical thinking. Participants (n =208) were fourth grade students in a suburban school district in North Texas. Participants completed both the Cornell Critical Thinking Test and the Test of Critical Thinking. Existing data was collected from the school district, allowing for analysis of the relationships between critical thinking, cognitive ability, student achievement, and demographic variables. As part of the study, critical thinking skills were compared between identified gifted students and general education students. First the study found there was a significant relationship between the two measures of critical thinking (r =.60). Second, identified gifted students outperformed general education students on both measures of critical thinking (d =1.52 and d = 1.36). Third, evidence collected in the study supported significant relationships between cognitive ability and critical thinking as well as academic achievement and critical thinking. There was no evidence to support gender differences in critical thinking and weak evidence to support any critical thinking differences attributed to ethnicity or economic disadvantage. Multiple regression analyses were conducted predicting both tests of critical thinking. Data supported that cognitive ability and academic achievement were strong predictors of critical thinking. A random effects analysis of variance was conducted to rule out potential random effects associated with the participants nested in three different schools chosen at random in the participating school district. Advisors/Committee Members: Johnsen, Susan K (advisor).

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10657/922

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://commons.und.edu/theses/1707

► 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)

▼ 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 school graduates who scored between 30 and 36 on the mathematics subtest of the ACT and high school mathematics teachers who observed high-ability mathematics students. The graduates were from four different one-section or two-section schools from three counties in rural Minnesota. The purpose of this study was to use phenomenological qualitative research methods to identify educational experiences of high-ability mathematics learners from rural one-section and two-section high schools. There were two research questions guiding this study. First, what were the classroom experiences of high-ability learners in mathematics attending one-section and two-section high schools in rural Minnesota? Second, what classroom experiences have mathematics teachers of high-ability learners in mathematics observed while teaching students attending one-section and two-section high schools in rural Minnesota? The results of the study showed the high-ability students participated in a variety of activities in high-school, had parental support, and liked being challenged academically in mathematics. The high-ability students found math easy, preferred to work independently on projects, did not see a need for technology in the mathematics classroom other than calculators, were highly motivated to learn and do well, and enjoyed being with their peers. Furthermore, the students did not feel they were behind academically in college, when compared to their peers, even though they did not have the opportunity to participate in any special programming for high-ability students while in elementary school or high school. The teachers' observations supported the students' experiences except the teachers said technology in the mathematics classroom was important and the students can be challenging in the classroom. Advisors/Committee Members: Brenda Kallio.

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

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://digitalcommons.du.edu/etd/1435

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://dc.etsu.edu/etd/1935

► 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)

▼ The purpose of this study was to examine gifted education programs in public schools in Northeast Tennessee. There is a wide disparity among established gifted programs regarding the identification of the students, the eligibility of the students, and the services they receive. This disparity has led to varying levels of support and service for gifted children in Northeast Tennessee. A survey was developed and distributed to individuals who oversee the gifted department in their school system. Data were collected regarding gifted student identification processes, individual program requirements, funding of gifted programs, professional development, and advanced teacher training. National research has been directed towards the identification of gifted students and the types of programs that might be optimal for students with high intellectual abilities. This study was a descriptive analysis of the identification process of gifted children and the programs and policies in place in a purposeful sample of the school systems of Northeast Tennessee. This researcher examined various aspects of funding allocation for this special population. There are significant differences in the allocation and use of resources by Tennessee school systems. The researcher also sought to identify the programs that are offered for gifted students. This study revealed that some school systems in Northeast Tennessee do not have established gifted programs. The school systems that do have established gifted programs vary. Some of these schools provided a modified gifted program that included two types of pullout programs. In the first type, students left the regular classroom or were pulled out to go to a separate classroom to receive gifted instruction once a week. In the second type, students were pulled out once every two weeks. Many of the respondents reported they provided differentiated instruction for all students. Of the school systems that had established programs, respondents reported that their schools had written objectives or philosophies for their gifted programs. The reported need for financial support was great. According to the respondents, more funds were needed to support teacher training, hire more personnel (teachers and administrators), purchase materials, and extend programs.

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://digitalcommons.liberty.edu/doctoral/558

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://handle.uws.edu.au:8081/1959.7/489708

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://uknowledge.uky.edu/stem_etds/7

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd

► 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)

▼ 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 interest in alternative educational models and a need to be more economically efficient” (Hall County Public Schools, n.d.-a). MA was designed for students with a passion for technology, science and/or the arts, and emphasizes creative productivity and challenging academic standards. It represents one school district’s creative effort to provide cost-effective, high-end learning opportunities for bright, motivated students. As these programs evolve, there is a need for research to support their effectiveness. School districts must design and implement procedures to evaluate these innovative new programs to determine the extent to which such programs meet stated goals. The purpose of this study was to examine a cornerstone of the MA program—the quality of instructional delivery. To do so teachers’ perceptions and practices of differentiated instruction (DI) were examined. A mixed methods research design was used. Data were collected from teacher observations and interviews, and a student survey that was developed and validated for the purposes of this study. The results of this study indicate that MA teachers are generally effective at differentiating instruction for students. Teachers’ perceptions of DI are consistent with the descriptions of DI found in the research literature. MA teachers further reported a high level of satisfaction with their jobs and perceived positive student response to the program. Teachers’ perceptions and practices of DI converged in a number of notable ways. This study adds to the existing body of research on DI, and suggests that effective differentiation can contribute to gifted students’ responsiveness to curriculum and instruction. This research also suggests that there may be a link between teachers’ ability to fully differentiate instruction and their job satisfaction. Lastly, this study indicates that school districts, administrators, and other education leaders could possibly encourage increased differentiation by adopting some of the characteristics of a program like MA. These include a de-emphasis on explicit standards-based instruction, a smaller faculty and student body, and grouping of bright, motivated students. Advisors/Committee Members: Bonnie Cramond.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10092/8670

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10092/9057

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10179/10416

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarscompass.vcu.edu/etd/5654

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10355/15930

► [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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2346/73897

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10464/2109

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://ir.uiowa.edu/etd/1202

► 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)

▼ This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program recognizes students under the age of 18 who have completed a significant piece of original work in one of six fields: science, technology, mathematics, music, literature, or philosophy. Parents of four of the Fellows also participated in the multiple-case study, which used semi-structured phone interviews to gather data. The cross-case analysis of this multiple-case study revealed that the Fellows traveled multiple pathways to success. Each Fellow and his family took advantage of different educational options, formal and informal. No consistent educational programming existed across participants from different schools in different areas of the country, except AP® courses and science fairs. The Fellows encountered a number of different negative catalysts in the environment, including a lack of challenge in the public schools, inconsistent treatment by teachers and administrators, variable availability of challenging school and extracurricular opportunities, difficulties with peers, and challenging logistical arrangements necessary for participation in extracurricular opportunities. The strength of these negative catalysts was offset by a number of protective factors, or positive catalysts. The positive catalysts were both strong and numerous in each of the Fellows. Each Fellow presented evidence of very high ability. They were healthy. They were raised in supportive learning environments that encouraged taking risks, striving for excellence, and improvement over earning good grades. They had multiple supportive adults in their lives: parents, teachers, and mentors who created a layered support system. When one adult was not available, there were others on whom the student could depend in a crisis. The parent relationship was particularly strong. Each Fellow reported, and each of the parents confirmed, a uniquely supportive relationship with their parents marked by mutual respect and admiration. Each Fellow presented strong motivation for his work. Each displayed a candid awareness of his own strengths and weaknesses, and a willingness to confront and apply himself to remedy weaknesses. They all presented compelling evidence of a tenacious perseverance. Stronger than the negative catalysts, these positive catalysts worked in concert to protect the individual against failure or resignation. Advisors/Committee Members: Hlebowitsh, Peter S. (supervisor).

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://doi.org/10.32469/10355/15930

► [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

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2123/15564

► 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 (6^th 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 (16^th 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 (7^th 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

Open Access Theses and Dissertations