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You searched for subject:(gifted students). Showing records 1 – 30 of 192 total matches.

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University of Georgia

1. Jeong, Taekhil. A focus group interview study of academic success among gifted Korean American students.

Degree: PhD, Educational Psychology, 2008, University of Georgia

 School success is an ethnic identifier for Asian American students, and "academic achiever" is an integral part of the identities of highly gifted Asian American… (more)

Subjects/Keywords: Gifted Korean American Students

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APA (6th Edition):

Jeong, T. (2008). A focus group interview study of academic success among gifted Korean American students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jeong_taekhil_200805_phd

Chicago Manual of Style (16th Edition):

Jeong, Taekhil. “A focus group interview study of academic success among gifted Korean American students.” 2008. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/jeong_taekhil_200805_phd.

MLA Handbook (7th Edition):

Jeong, Taekhil. “A focus group interview study of academic success among gifted Korean American students.” 2008. Web. 10 Jul 2020.

Vancouver:

Jeong T. A focus group interview study of academic success among gifted Korean American students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/jeong_taekhil_200805_phd.

Council of Science Editors:

Jeong T. A focus group interview study of academic success among gifted Korean American students. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/jeong_taekhil_200805_phd


University of Wollongong

2. Aljuwaiber, Doha. An investigation of effective teaching practices for gifted students in Saudi Arabia.

Degree: PhD, Faculty of Education, 2013, University of Wollongong

  The growing demand for specialised education of gifted students in Saudi Arabia has highlighted the need for specialist teachers of gifted students. Thus, there… (more)

Subjects/Keywords: teachers of gifted students; characteristics of teachers of gifted students; gifted students; attitudes of teachers of gifted students

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APA (6th Edition):

Aljuwaiber, D. (2013). An investigation of effective teaching practices for gifted students in Saudi Arabia. (Doctoral Dissertation). University of Wollongong. Retrieved from 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4066

Chicago Manual of Style (16th Edition):

Aljuwaiber, Doha. “An investigation of effective teaching practices for gifted students in Saudi Arabia.” 2013. Doctoral Dissertation, University of Wollongong. Accessed July 10, 2020. 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4066.

MLA Handbook (7th Edition):

Aljuwaiber, Doha. “An investigation of effective teaching practices for gifted students in Saudi Arabia.” 2013. Web. 10 Jul 2020.

Vancouver:

Aljuwaiber D. An investigation of effective teaching practices for gifted students in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 Jul 10]. Available from: 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4066.

Council of Science Editors:

Aljuwaiber D. An investigation of effective teaching practices for gifted students in Saudi Arabia. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4066


University of New South Wales

3. Palacios Gonzalez, Paloma. Predictors of mexican teachers' attitudes towards acceleration.

Degree: Social Sciences, 2018, University of New South Wales

 The main purpose of this study was to understand the predictors of teacher attitudes, in Mexico, toward the acceleration of gifted students. A mixed methods… (more)

Subjects/Keywords: Attitudes; Acceleration; Gifted students

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APA (6th Edition):

Palacios Gonzalez, P. (2018). Predictors of mexican teachers' attitudes towards acceleration. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/62208 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:58245/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Palacios Gonzalez, Paloma. “Predictors of mexican teachers' attitudes towards acceleration.” 2018. Doctoral Dissertation, University of New South Wales. Accessed July 10, 2020. http://handle.unsw.edu.au/1959.4/62208 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:58245/SOURCE02?view=true.

MLA Handbook (7th Edition):

Palacios Gonzalez, Paloma. “Predictors of mexican teachers' attitudes towards acceleration.” 2018. Web. 10 Jul 2020.

Vancouver:

Palacios Gonzalez P. Predictors of mexican teachers' attitudes towards acceleration. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2020 Jul 10]. Available from: http://handle.unsw.edu.au/1959.4/62208 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:58245/SOURCE02?view=true.

Council of Science Editors:

Palacios Gonzalez P. Predictors of mexican teachers' attitudes towards acceleration. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/62208 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:58245/SOURCE02?view=true


University of Southern California

4. Dobron, Kendra Hollern. Gifted students' perceptions of the differentiated curriculum.

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

 A differentiated curriculum for the gifted provides learning experiences that are challenging, interesting, satisfying, useful in the application to the real world, transferable to other… (more)

Subjects/Keywords: gifted; students' perceptions; differentiated; curriculum

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APA (6th Edition):

Dobron, K. H. (2011). Gifted students' perceptions of the differentiated curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053

Chicago Manual of Style (16th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

MLA Handbook (7th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Web. 10 Jul 2020.

Vancouver:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

Council of Science Editors:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053


Texas A&M University

5. Barnes, Ann Elizabeth Akin. Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus.

Degree: 2012, Texas A&M University

 In 2008, Bryan ISD decided to establish a magnet program for gifted middle school students. The program followed the school-within-a-school model and was housed in… (more)

Subjects/Keywords: gifted students; gifted middle schools; gifted programming; school-within-a-school; phenomenology; gifted magnet

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APA (6th Edition):

Barnes, A. E. A. (2012). Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8724

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

Chicago Manual of Style (16th Edition):

Barnes, Ann Elizabeth Akin. “Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus.” 2012. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8724.

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

MLA Handbook (7th Edition):

Barnes, Ann Elizabeth Akin. “Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus.” 2012. Web. 10 Jul 2020.

Vancouver:

Barnes AEA. Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8724.

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

Council of Science Editors:

Barnes AEA. Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8724

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


Massey University

6. Begg, Kylie. Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand .

Degree: 2012, Massey University

Gifted education in international schools is an area that is yet to be fully investigated. The aim of this study was to explore the ways… (more)

Subjects/Keywords: Gifted children; Gifted students; Cross-cultural studies; Education

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APA (6th Edition):

Begg, K. (2012). Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3416

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

Chicago Manual of Style (16th Edition):

Begg, Kylie. “Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand .” 2012. Thesis, Massey University. Accessed July 10, 2020. http://hdl.handle.net/10179/3416.

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

MLA Handbook (7th Edition):

Begg, Kylie. “Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand .” 2012. Web. 10 Jul 2020.

Vancouver:

Begg K. Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10179/3416.

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

Council of Science Editors:

Begg K. Gifted around the globe : gifted and talented education in international schools : a thesis in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand . [Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/3416

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

7. Young, Catherine Mary. Identification of gifted students in Australian Catholic primary schools.

Degree: Doctor of Education (Research) (EdD(Res)), 2019, Australian Catholic University

  The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian… (more)

Subjects/Keywords: gifted students; primary school gifted education; giftedness; identification; Education

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APA (6th Edition):

Young, C. M. (2019). Identification of gifted students in Australian Catholic primary schools. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/757

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

Chicago Manual of Style (16th Edition):

Young, Catherine Mary. “Identification of gifted students in Australian Catholic primary schools.” 2019. Thesis, Australian Catholic University. Accessed July 10, 2020. https://researchbank.acu.edu.au/theses/757.

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

MLA Handbook (7th Edition):

Young, Catherine Mary. “Identification of gifted students in Australian Catholic primary schools.” 2019. Web. 10 Jul 2020.

Vancouver:

Young CM. Identification of gifted students in Australian Catholic primary schools. [Internet] [Thesis]. Australian Catholic University; 2019. [cited 2020 Jul 10]. Available from: https://researchbank.acu.edu.au/theses/757.

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

Council of Science Editors:

Young CM. Identification of gifted students in Australian Catholic primary schools. [Thesis]. Australian Catholic University; 2019. Available from: https://researchbank.acu.edu.au/theses/757

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


California State University – San Bernardino

8. Rodriguez, Charron. STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2016, California State University – San Bernardino

  This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This… (more)

Subjects/Keywords: student engagement; gifted students; differentiation; disengagement; boredom; Gifted Education

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APA (6th Edition):

Rodriguez, C. (2016). STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/431

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

Chicago Manual of Style (16th Edition):

Rodriguez, Charron. “STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS.” 2016. Thesis, California State University – San Bernardino. Accessed July 10, 2020. https://scholarworks.lib.csusb.edu/etd/431.

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

MLA Handbook (7th Edition):

Rodriguez, Charron. “STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS.” 2016. Web. 10 Jul 2020.

Vancouver:

Rodriguez C. STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2020 Jul 10]. Available from: https://scholarworks.lib.csusb.edu/etd/431.

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

Council of Science Editors:

Rodriguez C. STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS. [Thesis]. California State University – San Bernardino; 2016. Available from: https://scholarworks.lib.csusb.edu/etd/431

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


University of Tennessee – Knoxville

9. Pelchar, Taylor Kaine. Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children.

Degree: 2011, University of Tennessee – Knoxville

 This cross-sectional study examined the prevalence of bullying and victimization among children identified as gifted who are in the last grade of elementary school (4th… (more)

Subjects/Keywords: Bullying; Victimization; Gifted Students; Distress; Transition; Gifted Education

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APA (6th Edition):

Pelchar, T. K. (2011). Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1114

Chicago Manual of Style (16th Edition):

Pelchar, Taylor Kaine. “Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed July 10, 2020. https://trace.tennessee.edu/utk_graddiss/1114.

MLA Handbook (7th Edition):

Pelchar, Taylor Kaine. “Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children.” 2011. Web. 10 Jul 2020.

Vancouver:

Pelchar TK. Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2020 Jul 10]. Available from: https://trace.tennessee.edu/utk_graddiss/1114.

Council of Science Editors:

Pelchar TK. Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/1114


University of Georgia

10. Harris, Winfred Glynne. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.

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

 This dissertation focuses on the “acting White” phenomenon (e.g., Carter, 2006; Ford, Grantham, & Whiting, 2008b; Fordham & Ogbu, 1986), as it pertains to Black… (more)

Subjects/Keywords: Acting White; African American; Gifted Students; Bullying

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APA (6th Edition):

Harris, W. G. (2011). The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd

Chicago Manual of Style (16th Edition):

Harris, Winfred Glynne. “The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd.

MLA Handbook (7th Edition):

Harris, Winfred Glynne. “The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.” 2011. Web. 10 Jul 2020.

Vancouver:

Harris WG. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd.

Council of Science Editors:

Harris WG. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd

11. Landis, Rebecca Nordin. Predicting dropout and underachievement among gifted students: the role of student engagement.

Degree: PhD, School Psychology, 2012, University of Georgia

 The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no… (more)

Subjects/Keywords: Gifted students

…AMONG GIFTED STUDENTS ...........58 Gifted Students Dropping Out… …contrast, the dropout phenomenon among students identified as gifted is not as well understood… …Estimates of the rates of gifted students dropping out of high school vary depending on a number… …recent attempts to establish prevalence rates of dropout among gifted students using different… …95th percentile) and found that under one percent of students identified as gifted… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Landis, R. N. (2012). Predicting dropout and underachievement among gifted students: the role of student engagement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/landis_rebecca_n_201208_phd

Chicago Manual of Style (16th Edition):

Landis, Rebecca Nordin. “Predicting dropout and underachievement among gifted students: the role of student engagement.” 2012. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/landis_rebecca_n_201208_phd.

MLA Handbook (7th Edition):

Landis, Rebecca Nordin. “Predicting dropout and underachievement among gifted students: the role of student engagement.” 2012. Web. 10 Jul 2020.

Vancouver:

Landis RN. Predicting dropout and underachievement among gifted students: the role of student engagement. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/landis_rebecca_n_201208_phd.

Council of Science Editors:

Landis RN. Predicting dropout and underachievement among gifted students: the role of student engagement. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/landis_rebecca_n_201208_phd


Louisiana State University

12. Java, Lorena Aguelo. Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School.

Degree: MNS, Applied Mathematics, 2014, Louisiana State University

 This study is conducted to investigate if the designed four-step method strategy (GEAR strategy adapted from Polya, 1973) in solving math problems has improved students’… (more)

Subjects/Keywords: gifted students; metacognitive skills; problem solving strategies

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APA (6th Edition):

Java, L. A. (2014). Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School. (Masters Thesis). Louisiana State University. Retrieved from etd-07092014-080739 ; https://digitalcommons.lsu.edu/gradschool_theses/1872

Chicago Manual of Style (16th Edition):

Java, Lorena Aguelo. “Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School.” 2014. Masters Thesis, Louisiana State University. Accessed July 10, 2020. etd-07092014-080739 ; https://digitalcommons.lsu.edu/gradschool_theses/1872.

MLA Handbook (7th Edition):

Java, Lorena Aguelo. “Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School.” 2014. Web. 10 Jul 2020.

Vancouver:

Java LA. Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School. [Internet] [Masters thesis]. Louisiana State University; 2014. [cited 2020 Jul 10]. Available from: etd-07092014-080739 ; https://digitalcommons.lsu.edu/gradschool_theses/1872.

Council of Science Editors:

Java LA. Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School. [Masters Thesis]. Louisiana State University; 2014. Available from: etd-07092014-080739 ; https://digitalcommons.lsu.edu/gradschool_theses/1872


Montana State University

13. Dinglasan, Allan Jay. What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?.

Degree: Graduate School, 2016, Montana State University

 In this investigation various strategies were implemented with the purpose of improving students' confidence and motivation with multiple-choice tests in Advanced Placement chemistry. The effects… (more)

Subjects/Keywords: Gifted children.; Chemistry.; Students Attitudes.; Examinations.

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APA (6th Edition):

Dinglasan, A. J. (2016). What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10040

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

Chicago Manual of Style (16th Edition):

Dinglasan, Allan Jay. “What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?.” 2016. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10040.

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

MLA Handbook (7th Edition):

Dinglasan, Allan Jay. “What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?.” 2016. Web. 10 Jul 2020.

Vancouver:

Dinglasan AJ. What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10040.

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

Council of Science Editors:

Dinglasan AJ. What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10040

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


University of Houston

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

Degree: MEd, Counseling, 2012, University of Houston

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Minshew, Lana 1984-. “Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population.” 2012. Masters Thesis, University of Houston. Accessed July 10, 2020. http://hdl.handle.net/10657/922.

MLA Handbook (7th Edition):

Minshew, Lana 1984-. “Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population.” 2012. Web. 10 Jul 2020.

Vancouver:

Minshew L1. Gender Differences in Creative Thinking in a Gifted and Talented and Artistically Talented Population. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10657/922.

Council of Science Editors:

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


University of Southern California

15. Nakagawa, Rebecca Wei. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.

Degree: EdD, Education, 2008, University of Southern California

 This study examined the role of teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.; The study extracted the data… (more)

Subjects/Keywords: education; gifted students

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APA (6th Edition):

Nakagawa, R. W. (2008). Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361

Chicago Manual of Style (16th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

MLA Handbook (7th Edition):

Nakagawa, Rebecca Wei. “Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.” 2008. Web. 10 Jul 2020.

Vancouver:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361.

Council of Science Editors:

Nakagawa RW. Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/80867/rec/6361


University of Florida

16. O'Guinn, Erin B. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2014, University of Florida

 On a national level, researchers and professionals in the field of gifted education have become increasingly aware that many culturally diverse students continue to be… (more)

Subjects/Keywords: Academically gifted students; Demography; Educational administration; Educational research; Minority group students; School districts; Schools; Special education; Students; Teachers; gifted  – identification  – teacher

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APA (6th Edition):

O'Guinn, E. B. (2014). The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047064

Chicago Manual of Style (16th Edition):

O'Guinn, Erin B. “The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.” 2014. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0047064.

MLA Handbook (7th Edition):

O'Guinn, Erin B. “The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.” 2014. Web. 10 Jul 2020.

Vancouver:

O'Guinn EB. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0047064.

Council of Science Editors:

O'Guinn EB. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. [Doctoral Dissertation]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0047064


Edith Cowan University

17. Taylor, Tracy. Gifted Students: Perceptions and Practices of Regular Class Teachers.

Degree: 2016, Edith Cowan University

 The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically,… (more)

Subjects/Keywords: gifted students; gifted education; teacher; regular class; differentiation; professional development; identification; Gifted Education; Teacher Education and Professional Development

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

APA (6th Edition):

Taylor, T. (2016). Gifted Students: Perceptions and Practices of Regular Class Teachers. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1933

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

Chicago Manual of Style (16th Edition):

Taylor, Tracy. “Gifted Students: Perceptions and Practices of Regular Class Teachers.” 2016. Thesis, Edith Cowan University. Accessed July 10, 2020. https://ro.ecu.edu.au/theses/1933.

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

MLA Handbook (7th Edition):

Taylor, Tracy. “Gifted Students: Perceptions and Practices of Regular Class Teachers.” 2016. Web. 10 Jul 2020.

Vancouver:

Taylor T. Gifted Students: Perceptions and Practices of Regular Class Teachers. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2020 Jul 10]. Available from: https://ro.ecu.edu.au/theses/1933.

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

Council of Science Editors:

Taylor T. Gifted Students: Perceptions and Practices of Regular Class Teachers. [Thesis]. Edith Cowan University; 2016. Available from: https://ro.ecu.edu.au/theses/1933

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


University of Houston

18. Islak, Ruhsan Burcu 1979-. ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.

Degree: MEd, Counseling, 2011, University of Houston

 The aim of the study was to investigate to what extent gender predicts academic procrastination among gifted and talented college students. The study consisted of… (more)

Subjects/Keywords: Academic Procrastination; Academic achievement; Gender; Gifted students; Talented; Gifted persons – Education (Higher); Gifted persons – Sex differences

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

APA (6th Edition):

Islak, R. B. 1. (2011). ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/501

Chicago Manual of Style (16th Edition):

Islak, Ruhsan Burcu 1979-. “ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.” 2011. Masters Thesis, University of Houston. Accessed July 10, 2020. http://hdl.handle.net/10657/501.

MLA Handbook (7th Edition):

Islak, Ruhsan Burcu 1979-. “ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.” 2011. Web. 10 Jul 2020.

Vancouver:

Islak RB1. ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. [Internet] [Masters thesis]. University of Houston; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10657/501.

Council of Science Editors:

Islak RB1. ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. [Masters Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/501

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

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

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

Subjects/Keywords: gifted education; racial minority students; Bilingual, Multilingual, and Multicultural Education; Education; Gifted Education

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

APA (6th Edition):

Aldapa, M. L. (2016). Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/486

Chicago Manual of Style (16th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed July 10, 2020. https://digitalcommons.lmu.edu/etd/486.

MLA Handbook (7th Edition):

Aldapa, Marie Lynette. “Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School.” 2016. Web. 10 Jul 2020.

Vancouver:

Aldapa ML. Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2020 Jul 10]. Available from: https://digitalcommons.lmu.edu/etd/486.

Council of Science Editors:

Aldapa ML. Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/486


University of Wollongong

20. Aljuwaiber, Maher. Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia.

Degree: PhD, 2013, University of Wollongong

  After 17 years of providing gifted education, the Saudi Government and private institutions in Saudi Arabia began to look closely at services and programs… (more)

Subjects/Keywords: teacher of gifted students; teacher knowledge and beliefs; classroom practices; gifted education in Saudi Arabia

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APA (6th Edition):

Aljuwaiber, M. (2013). Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4068

Chicago Manual of Style (16th Edition):

Aljuwaiber, Maher. “Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia.” 2013. Doctoral Dissertation, University of Wollongong. Accessed July 10, 2020. ; https://ro.uow.edu.au/theses/4068.

MLA Handbook (7th Edition):

Aljuwaiber, Maher. “Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia.” 2013. Web. 10 Jul 2020.

Vancouver:

Aljuwaiber M. Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 Jul 10]. Available from: ; https://ro.uow.edu.au/theses/4068.

Council of Science Editors:

Aljuwaiber M. Teacher knowledge and beliefs in relation to classroom practices for gifted students in Saudi Arabia. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: ; https://ro.uow.edu.au/theses/4068


Arizona State University

21. Bacal, Emily Beth. The Relationship between Placement and Social Skills in Gifted Students.

Degree: Educational Psychology, 2015, Arizona State University

 This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of… (more)

Subjects/Keywords: Gifted education; Educational psychology; Education; academic placement; gender; gifted students; social skills

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

APA (6th Edition):

Bacal, E. B. (2015). The Relationship between Placement and Social Skills in Gifted Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29921

Chicago Manual of Style (16th Edition):

Bacal, Emily Beth. “The Relationship between Placement and Social Skills in Gifted Students.” 2015. Doctoral Dissertation, Arizona State University. Accessed July 10, 2020. http://repository.asu.edu/items/29921.

MLA Handbook (7th Edition):

Bacal, Emily Beth. “The Relationship between Placement and Social Skills in Gifted Students.” 2015. Web. 10 Jul 2020.

Vancouver:

Bacal EB. The Relationship between Placement and Social Skills in Gifted Students. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 Jul 10]. Available from: http://repository.asu.edu/items/29921.

Council of Science Editors:

Bacal EB. The Relationship between Placement and Social Skills in Gifted Students. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29921


Edith Cowan University

22. Tan, Kym S. Looking smart is not the ultimate goal: An examination of a gifted and talented science program.

Degree: 2011, Edith Cowan University

 At Metropolitan High School (MHS) a gifted and talented science program (GTSP) operates to meet the educational needs of exceptional students. Academic achievement is dependent… (more)

Subjects/Keywords: Gifted Children; Science students; Learning Strategies; Gifted Education; Science and Mathematics Education

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

APA (6th Edition):

Tan, K. S. (2011). Looking smart is not the ultimate goal: An examination of a gifted and talented science program. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/400

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

Chicago Manual of Style (16th Edition):

Tan, Kym S. “Looking smart is not the ultimate goal: An examination of a gifted and talented science program.” 2011. Thesis, Edith Cowan University. Accessed July 10, 2020. https://ro.ecu.edu.au/theses/400.

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

MLA Handbook (7th Edition):

Tan, Kym S. “Looking smart is not the ultimate goal: An examination of a gifted and talented science program.” 2011. Web. 10 Jul 2020.

Vancouver:

Tan KS. Looking smart is not the ultimate goal: An examination of a gifted and talented science program. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2020 Jul 10]. Available from: https://ro.ecu.edu.au/theses/400.

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

Council of Science Editors:

Tan KS. Looking smart is not the ultimate goal: An examination of a gifted and talented science program. [Thesis]. Edith Cowan University; 2011. Available from: https://ro.ecu.edu.au/theses/400

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


University of North Texas

23. Zeske, Karen Marie. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.

Degree: 2015, University of North Texas

 Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects… (more)

Subjects/Keywords: African American; gifted students; advanced academics; family; African American high school students.; Gifted teenagers  – Education.; Advanced placement programs (Education)

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APA (6th Edition):

Zeske, K. M. (2015). Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804960/

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

Chicago Manual of Style (16th Edition):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Thesis, University of North Texas. Accessed July 10, 2020. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

MLA Handbook (7th Edition):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Web. 10 Jul 2020.

Vancouver:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Jul 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

Council of Science Editors:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/

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


Western Kentucky University

24. Zirkelbach, Andrea Cary. Identifying Gifted Students in Science.

Degree: Specialist in Education, Department of Psychology, 2011, Western Kentucky University

  Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary… (more)

Subjects/Keywords: gifted education; Iowa Test of Basic Skills; GEMS project; Gifted Education in Math and Science (GEMS); Warren Count (Ky.) gifted students; Gifted Education

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APA (6th Edition):

Zirkelbach, A. C. (2011). Identifying Gifted Students in Science. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1057

Chicago Manual of Style (16th Edition):

Zirkelbach, Andrea Cary. “Identifying Gifted Students in Science.” 2011. Masters Thesis, Western Kentucky University. Accessed July 10, 2020. https://digitalcommons.wku.edu/theses/1057.

MLA Handbook (7th Edition):

Zirkelbach, Andrea Cary. “Identifying Gifted Students in Science.” 2011. Web. 10 Jul 2020.

Vancouver:

Zirkelbach AC. Identifying Gifted Students in Science. [Internet] [Masters thesis]. Western Kentucky University; 2011. [cited 2020 Jul 10]. Available from: https://digitalcommons.wku.edu/theses/1057.

Council of Science Editors:

Zirkelbach AC. Identifying Gifted Students in Science. [Masters Thesis]. Western Kentucky University; 2011. Available from: https://digitalcommons.wku.edu/theses/1057


North Carolina State University

25. Carper, Ann. Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts.

Degree: EdD, Educational Administration and Supervision, 2003, North Carolina State University

 The purpose of the research has been to examine the perspectives of school from fourteen academically gifted students who dropped out of high school. The… (more)

Subjects/Keywords: High School Dropouts; Gifted Dropouts; Gifted At-Risk Students; High School Gifted Students

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APA (6th Edition):

Carper, A. (2003). Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3836

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

Chicago Manual of Style (16th Edition):

Carper, Ann. “Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts.” 2003. Thesis, North Carolina State University. Accessed July 10, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3836.

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

MLA Handbook (7th Edition):

Carper, Ann. “Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts.” 2003. Web. 10 Jul 2020.

Vancouver:

Carper A. Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2020 Jul 10]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3836.

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

Council of Science Editors:

Carper A. Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3836

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


The Ohio State University

26. Hill, David Preston. Some characteristics of potentially superior students .

Degree: PhD, Graduate School, 1962, The Ohio State University

Subjects/Keywords: Psychology; Gifted children; Students

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APA (6th Edition):

Hill, D. P. (1962). Some characteristics of potentially superior students . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148655965728042

Chicago Manual of Style (16th Edition):

Hill, David Preston. “Some characteristics of potentially superior students .” 1962. Doctoral Dissertation, The Ohio State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu148655965728042.

MLA Handbook (7th Edition):

Hill, David Preston. “Some characteristics of potentially superior students .” 1962. Web. 10 Jul 2020.

Vancouver:

Hill DP. Some characteristics of potentially superior students . [Internet] [Doctoral dissertation]. The Ohio State University; 1962. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148655965728042.

Council of Science Editors:

Hill DP. Some characteristics of potentially superior students . [Doctoral Dissertation]. The Ohio State University; 1962. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148655965728042


University of Georgia

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Crowder, Isabelle Gettys. “Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/crowder_isabelle_g_201108_phd.

MLA Handbook (7th Edition):

Crowder, Isabelle Gettys. “Teachers' perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students.” 2011. Web. 10 Jul 2020.

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 2020 Jul 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


Louisiana State University

28. Moran, Emily Jane. An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum.

Degree: MNS, Physical Sciences and Mathematics, 2015, Louisiana State University

 This thesis discusses the importance and benefits of subject acceleration for mathematically gifted students. The objective was to create an accelerated mathematics curriculum for mathematically… (more)

Subjects/Keywords: middle school mathematics; gifted students; curriculum; EngageNY; acceleration

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APA (6th Edition):

Moran, E. J. (2015). An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum. (Masters Thesis). Louisiana State University. Retrieved from etd-07062015-144158 ; https://digitalcommons.lsu.edu/gradschool_theses/2772

Chicago Manual of Style (16th Edition):

Moran, Emily Jane. “An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum.” 2015. Masters Thesis, Louisiana State University. Accessed July 10, 2020. etd-07062015-144158 ; https://digitalcommons.lsu.edu/gradschool_theses/2772.

MLA Handbook (7th Edition):

Moran, Emily Jane. “An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum.” 2015. Web. 10 Jul 2020.

Vancouver:

Moran EJ. An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2020 Jul 10]. Available from: etd-07062015-144158 ; https://digitalcommons.lsu.edu/gradschool_theses/2772.

Council of Science Editors:

Moran EJ. An Accelerated Middle School Mathematics Curriculum: Combined EngageNY Math 6 and Math 7 Curriculum. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-07062015-144158 ; https://digitalcommons.lsu.edu/gradschool_theses/2772


University of Missouri – Columbia

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

Degree: 2012, University of Missouri – Columbia

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. http://hdl.handle.net/10355/15930.

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

MLA Handbook (7th Edition):

Prince, H MiUndrae. “Moving beyond color: addressing four barriers and implementing strategies to achieve equitable learning opportunities for all students in urban public school systems.” 2012. Web. 10 Jul 2020.

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 2020 Jul 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


Universiteit Utrecht

30. Bemmel, A.W. van. Implicit Theories of Intelligence of Gifted Studens in Secondary Education.

Degree: 2015, Universiteit Utrecht

 In this study the mindsets of gifted secondary school students are explored and related to their goal orientation. People hold implicit believes about intelligence; they… (more)

Subjects/Keywords: Mindset; implicit theory of intelligence; goal orientation; gifted students; UniqXL education.

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

APA (6th Edition):

Bemmel, A. W. v. (2015). Implicit Theories of Intelligence of Gifted Studens in Secondary Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/315313

Chicago Manual of Style (16th Edition):

Bemmel, A W van. “Implicit Theories of Intelligence of Gifted Studens in Secondary Education.” 2015. Masters Thesis, Universiteit Utrecht. Accessed July 10, 2020. http://dspace.library.uu.nl:8080/handle/1874/315313.

MLA Handbook (7th Edition):

Bemmel, A W van. “Implicit Theories of Intelligence of Gifted Studens in Secondary Education.” 2015. Web. 10 Jul 2020.

Vancouver:

Bemmel AWv. Implicit Theories of Intelligence of Gifted Studens in Secondary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Jul 10]. Available from: http://dspace.library.uu.nl:8080/handle/1874/315313.

Council of Science Editors:

Bemmel AWv. Implicit Theories of Intelligence of Gifted Studens in Secondary Education. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/315313

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