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Thematische Bibliographien / Identification of gifted children / Dissertationen

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Dissertationen zum Thema „Identification of gifted children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 21. Februar 2023

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1

Thomas, Bronwyn Robyn. "The identification of gifted children under formal school entry age." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36591/1/36591_Thomas_1998.pdf.

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This study addresses the issue of the identification of gifted children under formal school entry age. Case studies of the parents of thirteen gifted primary school children were used to retrospectively identify common characteristics of giftedness displayed by their children prior to formal schooling. Questionnaires and focused interviews were undertaken with parents of the thirteen children, and crosschecking of transcripts, coding criteria and analyses were used to ensure integrity. Common behavioural characteristics of early giftedness were identified, categorised and summarised acc

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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.

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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.<br>vii, 111 leaves ; 29 cm.

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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-diffe

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Harrison, Catherine Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Giftedness in early childhood : the search for complexity and connection." THESIS_CAESS_EEC_Harrison_C.xml, 2003. http://handle.uws.edu.au:8081/1959.7/483.

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This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evid

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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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6

Mitchell, Gail Gwendolyn Jackson. "A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.

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The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of a

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Klausmeier, Kay Louise. "The relationship between successive, simultaneous, and planning processes and the solution of metaphors, and achievement in sixth-grade students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184382.

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This research was an investigation of the relationship between the cognitive processes labeled successive, simultaneous, and planning proposed by Luria and Das (Das, Kirby & Jarman, 1979) and the solution of visual metaphors and the achievement of 6th grade elementary age students from metropolitan schools. A battery of information processing tasks based on previous research with the Luria-Das model was administered to 191 6th grade students, approximately half of whom were Anglo and half of whom were Hispanic. In addition, the Metaphoric Triads Task (MTT), a measure of comprehension of visual

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Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful ch

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Schultz, Canyon A. "Investigating the requirements of a gifted and talented program including identification and selection of the gifted learner, differentiation methods and grouping options." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schultzc.pdf.

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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the

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Grenier, Marcella Evan. "Patterns of sibling deidentification and parent identification in families with gifted children." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75353.

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This study examines whether pairs of same-sex siblings labeled differently (one "gifted", one "not gifted") deidentify more than pairs of same-sex siblings who are labeled the same (both "gifted"). It further investigates patterns of perceived similarity between the siblings and patterns of parent identification to establish how these influence parents' perceptions of their children as "gifted" or "not gifted".<br>Deidentification did not appear to vary depending on whether children were labeled the same or differently. However, females produced higher measures of deidentification than males--

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Kamphaus, Mary Ann. "The differential abilities scales : validation using a gifted sample." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862275.

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The pupose of this study was to examine the validity of the Differential Abilities Scale with a gifted sample. Subjects consisted of 111 students identified as gifted by Indiana S-4. They were in grades 1 thru 6 and ranged in age from 6-8 to 12-11 with a mean age of 9-8. There were 60 females and 51 males who participated. Approximately, 1% of the population was minority which closely resembled the school population. Data from previously administered WISC-III and WIAT (The Psychological Corporation, 1992) were available for 21 of the 111 students.The first aspect of this study was to assess th

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Ogonda, Agnes Akinyi. "Shades of giftedness : an ethnographic case study in the identification of giftedness in ethnic minority children within the early childhood context." Thesis, Queensland University of Technology, 1994.

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This study addresses the issue of identification of gifted ethnic minority children within the context of an Australian preschool. Case study method is used to describe the characteristics of three children, their parents, teachers and the pre-school environment. The children, from India, Iran and Vietnam, had all arrived in Australia within the last twelve months. Use of existing checklists, participant observation in the home and pre-school setting, unstructured interviews with parents and teachers, and collection of children's work were the main methods of data collection. Through the

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Runyon, Lisa. "Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28471/.

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Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an accelerated curriculum because younger students frequently lack school records or portfolios used to identify gifted students. This study examined the accuracy of cognitive ability and achievement tests in predicting academic achievement by the end of second grade, correlating test results and final grade averages collected from sixteen children ages five to six who entered a public school program for high-ability le

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Vine, Heidi L. "An empirical typology of cognitive abilities in high achieving third grade students." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389692.

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The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These stud

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Udall, Anne Jeannette, and Anne Jeannette Udall. "Peer referral as a process for locating Hispanic students who may be gifted." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184312.

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The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth,

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Lee, Mary-Elizabeth. "Teachers' conceptions of gifted children: Perspectives through the use of gender." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36641/1/36641_Digitsed%20Thesis.pdf.

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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. There is considerable under-representation o

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Ray, Janet. "Parental decision-making regarding their child's participation in a middle-school talent search." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4754/.

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The present study sought to identify variables that predicted parental decision-making regarding their child's participation in a national gifted and talented identification program for middle school students and subsequent participation in recommended educational options. One hundred sixty-nine parents of students who qualified for either the 2001-2002 or 2002-2003 Duke Talent Identification Program participated in the study. The students were drawn from two large public school districts and six small private schools in a large metropolitan area in the southwestern United States. Both quanti

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Dimitriadis, Christos. "Developing mathematical giftedness within primary schools : a study of strategies for educating children who are gifted in mathematics." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4608.

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This thesis explores the range of strategies used for educational provision for gifted children in mathematics in a group of schools in England. A review of literature relating to international theory and existing research in gifted education and empirical work into the teaching of gifted mathematicians were carried out. The literature review examined the dominant theories of intelligence and giftedness in general, including the historical background of definitions of giftedness and methods for its measurement, before specifically focusing on the concept of mathematical giftedness. The study w

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Daniel, Coralie, and n/a. "The identification of mathematical ability and of factors significant in its nurture." University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.

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This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation

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Bernardo, Juana Xavier. "Provision for the gifted primary-schooler in Hong Kong perspectives and issues /." Thesis, Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38625982.

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Mahmoud, Taisir Subhi Ali Ashaikh. "The identification of gifted primary school children in Jordan and the impact of CAL on their mathematics achievement and creativity." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309977.

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23

Kenyeres, Judit. "Screening for learning disabilities and giftedness : the applicability of the DIAL-R with French-speaking preschool Quebec children." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63802.

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García-Zapatero, de Villegas Gianina. "Kyle R. Carter & Susan Kontos Roeper, "An Application of Cognitive. Developmental Theory to the Identification of Gifted Children", A journal on Gifted Education. Vol. 5, No. 2, Nov. 1982, pp. 17-20." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101469.

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Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positi

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Palmer, Karen Smith. "A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29637.

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In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use of a minimum of four criteria out of the eight criteria provided by the Commonwealth in the identification process. The concept of using multiple criteria stems from research. Research has shown that the criteria used in the identification of gifted students affect the number of identified students as well as the proportions of the underrepresented (Donovan & Cross, 2002). Research has also shown that the use of multiple criteria leads to a

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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any c

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Harrison, Catherine Anne. "Giftedness in early childhood : the search for complexity and connection /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.

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Thesis (D. Ed.)--University of Western Sydney, 2003.<br>"A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.

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Ellett, Phyllis B. Baker Paul J. "Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.

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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Yockey, Tammy Denise. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.

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Collier, Robyn Maree. "Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.

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Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level. The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intel

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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the

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Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.

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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted f

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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).

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Hay, Peta Kerin Education Faculty of Arts &amp Social Sciences UNSW. "Prosocial reasoning and empathy in gifted children." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.

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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1

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Sankar-DeLeeuw, Naomi. "Gifted young children, an in-depth investigation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46914.pdf.

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Tang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.

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Hilaael-Badillo, Natale N. "Identification of Gifted Learners in an Urban Elementary School: What is "The Gifted Spark"?" Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610556258230318.

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Andreasen, Felicity Anne. "Placement for musically gifted youth: Identification and tests." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21514.

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This mixed methods single case study examines test processes devised to identify and select musically gifted youth for entry to a music secondary school in Australia. The purpose of the study is to examine the responses of adult stakeholders (AS) on questions relating to music ability and test criteria and to analyse aptitude and achievement test scores of musically gifted student stakeholders (SS). In the performing arts, it is essential that the in-house identification framework attends to individual skill differences and early/late developmental onset in the spirit of potential. Th

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Dewar, Merilyn. "Gifted education and ideology : the growth of the gifted education movement in South Africa." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.

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Includes bibliography.<br>Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted educatio

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Shapiro, Angela Bianca. "Where are the gifted children? : the representation of gifted students in caldecott medal books." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1054.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Zabloski, James. "Gifted dropouts a phenomenological study /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Penney, Sharon Charlotte. "Fostering parent-teacher relationships when children are gifted." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23056.pdf.

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Šimelionienė, Aida. "Factors affecting the achievements of intellectually gifted children." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120131_092535-76705.

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The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results sh

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McGill, Keisha KaVon. "Experiences of African American Mothers Raising Gifted Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.

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Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted childr

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Keenan, Heather E. Keenan. "Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1524239214352675.

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Clinton, Stephen Michael. "Training the gifted in leadership." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/371.

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Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.

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The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable resea

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Reavill, Sandra. "A historical review of the rapid acceleration model for teaching mathematically precocious youth including an anecdotal record of the kindergarten mathematics experience of one highly gifted youth /." Abstract. Full Text (HTML) Full Text (PDF) Video (HTML), 2007. http://eprints.ccsu.edu/archive/00000436/02/1931FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2007.<br>Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Secondary Educators." Includes bibliographical references (leaves 166-172). Also available via the World Wide Web.

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