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Dissertations / Theses on the topic 'Special Education - Gifted'

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Published: 4 June 2021

Last updated: 27 July 2025

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1

Lee, Marvin M. "Residential Schools and Gifted Students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272213.

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2

LaFrance, Edith B. (Dee). "A comparative analysis of creative thinking patterns in children who are gifted, learning disabled, and gifted with learning disabilities." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6717.

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Creative thinking is dynamic; its growth can be fostered in a democratic atmosphere with instruction and experiences which encourage the use of all mind functions. This study integrates two models of creative thinking and extends the existing research to include, not only gifted children, but also children who are learning disabled and children who are gifted with learning disabilities. Children who are gifted with learning disabilities (gifted/LD) are often achieving at below grade level because their high abilities mask their extreme learning disabilities and their learning disabilities mask

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3

AL, Garni Ayidh Abdullah. "Attitudes of future special education teachers toward gifted students and their education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61859/1/Ayidh_AL_Garni_Thesis.pdf.

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Saudi Arabian education is undergoing substantial reform in the context of a nation transitioning from a resource-rich economy to a knowledge economy. Gifted students are important human resources for such developing countries. However, there are some concerns emanating from the international literature that gifted students have been neglected in many schools due to teachers’ attitudes toward them. The literature shows that future teachers also hold similar negative attitudes, especially those in Special Education courses who, as practicing teachers, are often responsible for supporting the

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4

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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5

Nisly, Jenelle Susan. "The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/795.

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African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted pr

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6

Docimo, Chelsey L. "A mixed methods approach to examining an Advanced Placement program in one Connecticut public school district." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570678.

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<p>The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data i

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7

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

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<p> Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the

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8

Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio

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9

Avila, Jose Manuel. "The relationships among gifted program placement, self -concept, and academic achievement of gifted ninth-grade students." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2437.

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Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of

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10

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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11

Ramli, Satilawati. "Gifted children and their educational needs : a study of Malaysia's Ministry of Education preschool programme." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50416/.

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This thesis explores the educational needs and range of strategies used for educational provision for gifted children in Malaysia’s Ministry of Education preschool programme. A review of literature relating to international theory and existing research in gifted education and empirical work of teaching gifted children were carried out. The literature review examines the dominant theories of intelligence and giftedness in general. It also includes the historical background of definitions of giftedness as well as methods for its measurement, before specifically focusing on the concept of giftedn

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12

Inman, John Lawrence. "Another way to understand gifted and dyslexic| Hypothetical transformation via an indigenous worldview." Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685621.

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<p> To address the daunting challenges we face as a global community, we need people who can see the world beyond an "either-or" dualistic perspective. This dissertation presumes such a dualistic perspective has been especially damaging to the twice-exceptional (2e) or gifted and learning disabled (Gifted and LD or GLD) children of the world, children who are growing up like I did, gifted and learning disabled. These children have so much potential to see the world as connected and to teach us to honor diversity and complementarity. Yet the Western educational paradigm typically thinks of thes

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13

Karlsson, Ida. "Education for gifted children in Sweden and Thailand : A comparative study of how education for gifted children is organized in Thailand and Sweden." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185557.

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Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools. A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educ

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14

French, Heather M. "A pilot study of the "Jacob's Ladder Reading Comprehension Program" with gifted and potentially gifted learners in grades 3, 4, and 5." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154069.

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15

Bessler, Maria A. "An Investigation of Perfectionism and Life Satisfaction with Elementary Gifted Students." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539272209.

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16

Gully, Diann. "A study of the talent development of gifted individuals with attention deficit hyperactivity disorder." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154081.

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17

Kennedy, Tara. "Research Based Recommendation: Effective Parent Advocacy for Students who are Twice-Exceptional, Academically Gifted With Autism." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/honors_theses/79.

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This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy

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18

Wood, Shaunda L. "Family, home, and the school environment's influence on gifted girls' perceptions of choice to take extracurricular science classes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52312.pdf.

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19

Peters, Scott J., Michael Matthews, Matthew T. McBee, and D. Betsy McCoach. "Beyond Gifted Education: Designing and Implementing Advanced Academic Programs." Digital Commons @ East Tennessee State University, 2014. https://amzn.com/1618211218.

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Beyond Gifted Education: Designing and Implementing Advanced Academic Programs provides the first comprehensive look at designing and implementing K-12 advanced academic student programs. Written by four leading experts in the field, Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming. Detailed examples walk the reader through real-world scenarios and programs common to the K-12 g

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20

Chandler, Kimberley Lynn. "A national study of curriculum policies and practices in gifted education." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154038.

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21

Mayes, Renae Danielle. ""How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089.

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22

Treat, Alena R. "Beyond analysis by gender overexcitability dimensions of sexually diverse populations and implications for gifted education /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344606.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2008.<br>Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0462. Advisers: David J. Flinders; Stephanie A. Sanders.

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23

Owen, Donna Pugh. "An exploration of patterns of influence shaping rural gifted students. (Volumes I and II)." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618443.

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The purpose of this study is to identify social and intellectual sources of influence shaping 14 gifted high school seniors in one rural culture, to delineate patterns among those sources of influence, and to generate questions for further investigation of giftedness--primarily in a rural culture.;All 14 seniors attending the single public high school in a rural county in eastern Virginia who had been identified according to state guidelines as gifted by school division personnel were selected as subjects for this case study research. The triangulated data collection methods used in this study

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24

Brown, Elissa Fern Weisner. "Systemic reform: The impact of North Carolina's state-initiated policies on local gifted programs." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154028.

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25

Woods, Sandra June York. "Special education disability category and placement designations in Missouri : effects of district size and socioeconomic factors /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964014.

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26

Little, Catherine Anne. "A study of metaphor development in young gifted children." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.

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27

Adler, Dalia M. "The Effects of Participating in Support Groups Focusing on Parenting Gifted Children." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1161881173.

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28

Lori, Ali Abdulrahman. "The effect of Taba's questioning strategies on the higher cognitive processes of Bahraini academically gifted students." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288932.

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The purpose of this study was to examine the effectiveness of the Taba Teaching Model on the growth of the higher level cognitive skills of Bahraini academically gifted students. The SEA Test, a test of higher level cognitive skills, developed by Callahan (1981) was used to measure the participants, higher cognitive skills before and after the implementation of the recommended Teaching Model, four questioning strategies, in enrichment classes. The participants were 51 academically gifted students enrolled in grades 7, 8, 9 and 10 in three government schools in Bahrain. These students were taug

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29

Gomez, Maria Paz. "Factors Influencing Gifted Students' Transition, Adaptation, and Persistence in College." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/268375.

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The popular belief that has been held for many years has been that students who have been identified as gifted would succeed academically in college because of their previous success in high school. However, in countries with a disadvantaged and unequal school system, one that is stratified according to groups' socioeconomic status, such as Chile, this statement could be questioned. Using quantitative and qualitative methodologies, the three studies presented in this dissertation have provided evidence confirming that gifted students had difficulties related to the transition to and persistenc

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30

Firesheets, Elizabeth Kelly. "Public elementary school teachers' implicit theories of intelligence and perceptions of giftedness." Xavier University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386596449.

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31

Robertson, Janice C. "Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618401.

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The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.;Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions ( p > .01), as measured by the Piers-Harris Children's Self-Concept Scale -- Second

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32

Pemberton, Julia Ann. "Identifying and Serving Gifted Students with Learning Disabilities: Challenges and the Influence of the School Context." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1090339595.

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33

Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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34

Walter, Rebecca M. "An exploratory study of experiences of gifted/sexual minority students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272259.

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35

West, Karen Elizabeth Poe. "Siblings of elementary gifted students: The sibling relationship, self-concept and classroom behavior." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618708.

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This study was undertaken for the purpose of determining if the siblings of gifted elementary students differ significantly from siblings of non-gifted elementary students in sibling affection, self-concept, or observable classroom behavior; and to investigate the relationship between sibling affection and self-concept, sibling affection and observable classroom behavior, and self-concept and observable classroom behavior.;The sample was selected from a large, urban school district located in the Mid-South. Thirty-eight pairs of siblings were selected from two-sibling families in which both ch

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36

Campbell, Sheri Y. (Sheri Yuvonne). "Educating Special Needs Students: Gifted and Honors Programs at the Senior High School Level." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500287/.

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This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.

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37

Griffiths, Sarah Elizabeth. "The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289555.

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The underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unles

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38

Alarfaj, Abdulhamid. "Developing a classroom science enrichment programme for gifted primary school boys in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/195437/.

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Enrichment is one of the important educational facilities that are provided for gifted students. However, the research on gifted enrichment programmes still requires further exploration in order to meet the diversity of gifted students. The purpose of this study was to determine the important components of an enrichment programme in science for gifted boys in the 6th grade of primary schools in Saudi Arabia. The current study has critiqued the components that are recommended in the literature pertaining to gifted programmes that include the Renzulli Model, VanTass- Baska Model, and Oasis Enric

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39

Poland, Donna Lorraine. "Instructional strategies in science classrooms of specialized secondary schools for the gifted." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154144.

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Orkubi, Maha Abdullah. "The Perceptions of Special Educators Regarding the Characteristics of Gifted Students and Students with Visual Disabilities /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589976546.

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41

Alkhannani, Badriah. "An exploration of the educational experiences of gifted English language learners in the Saudi context." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/8286/.

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The Arabic language and the Islamic faith can be considered the cultural centres of life in the Kingdom of Saudi Arabia (KSA). However, English has often been linked to modernisation and development. The KSA is one of the countries that is in possession of oil reserves, and most of laborers that work in this area are native English speakers or English- speaking Saudi nationals. This economic development has increased the demand for English language acquisition by Saudi citizens. As a result, the English language has become very important in the KSA. Therefore, there would presumably be support

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42

Nichol, Kathy P. "English Language Learners and Gifted Identification| Exploring the Perceptions of Teachers and Parents." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575237.

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<p>The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because of language and cultural barriers. The problem addressed in this study was that researchers do not have a clear understanding of why or how some ELLs are being identified for gifted programs despite the documented difficulty with gifted identificati

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43

Schenkel, Lisa Ann. "Optimal educational experiences and their relationship to self-concept and flow in adolescent high-ability and gifted learners." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154161.

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44

Laine, Colin J. "Relationships between the structure of intellect and characteristics of students identified as gifted and selected for special programming." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27668.

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Fundamental assumptions concerning the cognitive characteristics of gifted students in special education were presented. Prerequisites for operationalising them were extrapolated. The importance of clear parallels between identification and programming in gifted education, and of the role of informal and formal indicators was discussed. Guilford's Structure of Intellect model (1967) was examined in relation to the identification of cognitive ability. Achievement, measured by the Canadian Tests of Basic Skills (CTBS), and aptitude, as measured by the Structure of Intellect (SOI) Learning Abili

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Lindo, Myriam. "Differences in English Language Proficiency Growth: A Possible Indicator of Giftedness for English Learners." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7330.

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The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). Howeve

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Dolph, Katie A. "An evaluation study of the curriculum and instructional approaches employed in the Norfolk Public Schools gifted program." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618431.

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The purpose of this study was to determine the degree to which the Norfolk Public Schools, Virginia, district elementary gifted grouping model was aligned with the National Association for Gifted Children Standards and its Local Plan for the Education of Gifted Students in regards to curriculum and instruction, as well as to provide data on classroom instruction techniques and the curriculum currently being used to provide gifted education services in the district.;The evaluation questions were (1) to what degree has the eighth recommendation of the 2005-06 evaluation study been implemented in

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Hopper, Tacey Keller. "Parents, perceptions, passions, pathways, and patterns: Exploratory case studies of home education in the development of intellectually gifted individuals." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154092.

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48

Tyler, Kimberly M. "A descriptive study of teacher perceptions of self-efficacy and differentiated classroom behaviors in working with gifted learners in Title I heterogeneous classrooms." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154182.

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49

Fisher, Tanya A. "The impact of Multiple Intelligence Theory on teacher perception of giftedness and the referral of African American students to Gifted and Talented Education programs." Thesis, Azusa Pacific University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564572.

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<p>Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented Education programs for African American students. This study examined the impact of teachers’ knowledge of Gardner’s Multiple Intelligence Theory (Gardner, 1983, 2006, 2011) on their perception of giftedness in the referral of African Ame

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50

Coxon, Steven Vincent. "The malleability of spatial ability under treatment of a FIRST LEGO League-based robotics unit." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154042.

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