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1
Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.
Full textAbstract:
Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.
2
De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.
Full textAbstract:
MOTIVATION FOR THE STUDY:
In a young growing country such as the Republic of south
Africa there is a growing need for higher productivity. The
gifted person does not always perform according to his
abilities, because he is not identified at an early age and
is therefore not completely understood. Previously, gifted
persons were only identified by their mental abilities,
whereas it is known that there are more factors involved,
such as personality, interests, study methods and attitudes.
etc. Psychological aspects that play an important role in
the better understanding of the gifted person are the
following :-
- academic performance,
- influence of the gifted person on the family,
- the influence of inheritance and environment on
giftedness,
- education of the gifted,
- sex differences with the gifted.
AIM OF THE RESEARCH:
The general aim of this study was to compare the gifted and
average groups of students according to their abilities,
scholastic achievement, interests, personalities and
study-orientation. This was done through the following
specific aims to determine if:-
i) the gifted and average groups (both sexes included)
differed in their profiles of the cognitive variables
(SAT and standard ten results).
ii) the mean profiles of the gifted and average groups
(both sexes included) comparing non-cognitive variables
(19FII, PHSF, SSHA), differed.
iii) the mean profiles of the gifted male and average male
groups comparing the cognitive variables differed.
iv) the mean profiles of the gifted male and average male
groups comparing the non-cognitive variables proved to
be significantly different.
v) the mean profiles of the gifted female and average
female groups comparing cognitive variables were
significantly different.
vi) the mean profiles of the gifted female and average
female groups comparing non-cognitive variables were
different.
The second aim of this study was to determine by t-tests
whether there is a statistically meaningful difference
between the different groups on the various fields or
components of the psychometric instruments.
METHOD OF INVESTIGATION:
In the first place, a study of the relevant literature was
undertaken, concerning the concepts of average, gifted,
interest, aptitude, personality and study methods and
attitudes.
The psychometric instruments used in this research are
discussed thoroughly according to their development,
contents, reliability and validity.
The sample used in this research consisted of one hundred
and forty average students (seventy male and seventy female)
and seventy gifted students (thirty five male and thirty
five female) which were selected after the 1984 mass testing
of first year students of the PU for CHE.
Statistical operations were done for these groups with the
aid of a computer. This work included the drawing-up of
mean profiles on each variable (cognitive and non-cognitive)
for each group (i.e. the gifted and average groups, the
gifted and average male groups; and the gifted and average
female groups) as well as the statistical comparison of
these profiles with each other. In the second place t-tests
were completed to detect differences between these groups on
different fields of interest, personality, abilities, etc.
CONCLUSIONS
With regard to the first aim of this study, the following
can be concluded:
i) The gifted and average groups' mean cognitive
profiles (both sexes included) were not parallel.
ii) The gifted and average groups' mean non-cognitive
profiles were not parallel.
iii) The gifted and average male groups' mean cognitive
profiles were not parallel.
iv) The gifted and average male groups' mean non-cognitive
profiles were parallel.
v) The gifted and average female groups' mean cognitive
profile were not parallel.
vi) The gifted and average female groups' mean non-cognitive
profile were not parallel.
With regard to the t-tests, the following can be concluded:-
The gifted group (both sexes included) showed statistically
better performance on the following fields or components
compared to the average group.
a) Subjects: Afrikaans (1st language), English (2nd
language), German higher grade, Latin higher grade,
Mathematics higher grade, Science higher grade, Biology
higher grade, History higher grade, Geography higher
grade & standard grade, Accountancy higher grade &
standard grade, Domestic Science higher grade and
standard grade, Wood & Metal work standard grade,
Technical Drawings higher grade and Typing standard
grade.
b) Interests (19FII):- Fine Arts, Performing Arts, Creative
Thought and Numerical.
c) Personality: (PHSF):- Desirability scale.
d) Study Methods and attitudes (SSHA)
- The average students (both sexes included) showed a
statistically higher performance on clerical interest
and sociability (Groups).
The gifted male group performed statistically better on the
following fields:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), Latin higher grade, Mathematics higher
grade, Science higher & standard grade, Accountancy
higher grade, Technical Drawings higher grade and Wood &
Metal work standard grade.
b) Interests:- Creative thought.
c) Personality:- Desirability Scale.
- The average male students performed higher on the following:-
a) Interests:- Clerical
b) Personality:- Sociability (G)
The gifted female group showed the following statistically
higher performances:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), German higher grade, Mathematics higher grade,
Science higher grade, History higher grade, Geography higher
grade. Accountancy higher and standard grade. Biology higher
grade, Domestic Science standard grade and Typing standard
grade.
b) Interests:- Fine arts, Creative Thought, Practical -
Male, and Numerical.
c) Personality:- None.
It was also found that the gifted group as a whole, as well
as the gifted female group, tend to be more actively
inclined towards interests.
RECOMMENDATIONS
The results of this study show that the gifted student does
differ in many ways from the average student. There is thus
a need for early identification of the gifted person so that
he could be understood and so that there could be catered
for this student at school level.
The following recommendations can be made in connection with
future research studies:-
a) More meaningful findings may be gathered on the
personality of the average student by including a second
personality questionnaire such as the Jung Personality
Questionnaire. The results of this questionnaire could
lead to better understanding of the PHSF results of this
study.
b) More instruments can be used to evaluate study
orientation, such as personal questionnaires and
interviews.
c) It is also recommended that the size of the groups be
increased in order to increase the reliability of such
findings.<br>Thesis (MA)--PU vir CHO, 1988
3
Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.
Full textAbstract:
The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
4
McDonald, Anne Michelle Ms. "A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100136272.
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5
Hageman, Katherine E. "Indentification of Hispanic American students and students of poverty for gifted and talented programs." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/KHageman2008.pdf.
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6
Huxley, Kathleen. "Motivation and approaches to learning in gifted and talented students." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627961.
Full textAbstract:
There are not, to the researcher's knowledge, any current studies that focus on the nonacademic learning outcomes of motivation and approaches to learning in a specific group of pupils; those identified as gifted and talented. Hence the author aimed to use this study to provide new knowledge in the field of gifted and talented and school effectiveness research relating to these specific pupils. Participants were a gifted and talented cohort of 286 Year 7 pupils from 19 schools in one UK Local Authority. Pupils' feelings about school and school work (PFSSW) questionnaires developed by Entwistle & Kozeki (1985) were used in a survey approach, measuring ten motivational and ten approaches to learning outcomes. Cohort survey responses were compared to Entwistle & Kozeki's 1985 findings, and the relevant literature. Quantitative statistical analysis, using ANOVA and post hoc tests, was also used to identify significant differences responses across schools, and links between school factors and learning outcomes were investigated. Qualitative analysis, employing questionnaire responses was used to draw up profiles of six gifted underachievers, and these were examined alongside teachers' pen-portraits, and school evaluation, performance and assessment data, Overall, results indicated that examination of motivation and approaches to learning of gifted and talented pupils at a cohort level reveal both homogeneous and heterogeneous preferences on outcome measures. At a school level statistically significant differences across schools are revealed suggesting possible links between particular school factors and non-academic outcomes. At an individual level a diverse range of needs and factors that may impact on gifted underachievers were observed. Implications for research, policy and practice are discussed and it is hoped that the findings of the study will point to the possible direction and focus of further investigation into this under-researched topic.
7
Crowl, Kelly. "Aligning educational standards to the education of academically talented students." Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.
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8
Abu, Lucky U. "Identifying Talented and Gifted Students in a Northeastern Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4583.
Full textAbstract:
The process of identifying talented and gifted (TAG) students in one local northeastern middle school was generally inconsistent with the state and local school district identification policies. The result was that qualified students were not always identified for this program, and this practice became a rationale to conduct a modified policy analysis of the TAG program placement procedures. The local school district policies on TAG are based on the gifted program standards of the National Association for Gifted Children (NAGC). Using the NAGC standards as the conceptual framework, the implementation of district policies on identification of students into the TAG program were explored in this case study of one school. The purpose was to clarify the implementation of the TAG program processes in accordance with NAGC standards and state policy. Data were collected from multiple sources through interviews with guidance counselors, teachers, the data coach, and local middle school administrators who were involved in placement of TAG students, and from review of policy documents and archived data. Data from interviews and document review were analyzed using typological analysis model in alignment with the NAGC standards from which themes formed a policy compliance/noncompliance basis for a white paper. In this white paper, recommendations were made to the local district that included screening consistency for all students, using multiple measures for qualification, and assuring certification of testing personnel. Social change implications include the potential to improve TAG identification policy for those responsible in this district and other similar districts for placement consistent with state and NAGC standards.
9
Amit, Miriam. "The “Kidumatica” project - for the promotion of talented students fromunderprivileged backgrounds." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 23 - 27, 2012. https://slub.qucosa.de/id/qucosa%3A1668.
Full textAbstract:
This article describes ‘Kidumatica’ – a highly successful project for the promotion of talented students from underprivileged backgrounds. In its 11 year run, Kidumatica has evolved into a way of life for its many students, allowing them opportunities to realize their potential, enter
advanced academic studies, and successfully enter a society rich in knowledge and achievement. Kidumatica is based on academic research in the fields of excellence, cognition and mathematics
education, and on the social principle of equal opportunity for all and one’s right to self-realization and aspiration, regardless of ethnic background and socio-economic status. Beyond these social/educational purposes, Kidumatica is also a research model and laboratory for testing new programs and teaching methods for gifted students. The following are the basic premises of the Kidumatica model, its goals and how they are achieved, including the recruitment of club members and the mathematical content.
10
Hurford, Leigh Hannah Margaret. "‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators." Thesis, University of Canterbury. Teacher Education, 2013. http://hdl.handle.net/10092/8670.
Full textAbstract:
The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is inclusive of gifted and talented students. Furthermore, boards of trustees, through their principal and staff, are required under the National Administration Guidelines, to demonstrate how they are catering for gifted and talented students. Notwithstanding this requirement, The Education Review Office (2008) report entitled Schools’ Provision for Gifted and Talented Students, confirms that a major challenge for school leadership is sustaining momentum of gifted and talented provisions and programmes.
Despite this mandated intent, what happens in practice at the school level remains problematic. Teachers and schools welcomed the Talent Development Initiative (TDI), a Ministry of Education (MOE) Initiative, as it held some promise for developments in gifted and talented education. The first round of the initiative ran between 2003 and 2005 and the second from 2006 to 2008. Funding to support innovation and special developments in gifted education has been provided to 38 programmes nationwide. This initiative serviced some schools and educational bodies but a large number of others were left without an extra layer of support beyond their schools’ leadership actions.
This study focuses on the school level, in particular teachers who are given additional responsibility, namely those with a coordination role. Moreover, my thesis is about how work to meet the needs of gifted and talented students can be sustained in schools to ensure the gifted and talented ‘torch’ can continue to ‘burn brightly’ over time.
To gain an understanding of coordinators’ insights on what it takes to overcome the problem of sustaining provisions and programmes, this study adopts a qualitative, case study approach. I selected a purposive sample of six teachers with experience working in a gifted and talented coordinator role. The main source of data collection was individual semi-structured interviews (refer to Appendix A). I asked them questions about their role and how provisions were made for gifted and talented students at their schools. Further questions were asked about the support they received for their roles, particularly professional learning and development to enhance their practice.
My findings show the responses from participants highlighted the important connection between leadership and learning. Knowledge and passion to do their best for gifted and talented students, although important, was not sufficient. The leadership actions and support provided by others in their setting and beyond their setting were likewise needed.
My analysis revealed a range of strategies was deemed necessary to support the leadership of learning in classrooms, specifically the need for dialogue amongst teachers about identification, planning and evaluating provisions and programmes. All too often these gifted and talented coordinators worked alone in their roles, in isolation from others, and at times without the support they needed. Thus the success or failure of provisions and programmes for gifted and talented students rested on their ongoing commitment and drive.
My study includes recommendations for practice. These recommendations suggest that provisions for gifted and talented students must be integrated into curriculum delivery and learning areas and be part of schools’ cultures in order for them to take hold and be sustained over time. Furthermore, there is a need to develop clarity of these provisions through job descriptions and for schools to undertake regular if not annual reviews of written documentation to guide ongoing work in gifted and talented education.
11
Amit, Miriam. "The “Kidumatica” project - for the promotion of talented students from underprivileged backgrounds." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79357.
Full textAbstract:
This article describes ‘Kidumatica’ – a highly successful project for the promotion of talented students from underprivileged backgrounds. In its 11 year run, Kidumatica has evolved into a way of life for its many students, allowing them opportunities to realize their potential, enter
advanced academic studies, and successfully enter a society rich in knowledge and achievement. Kidumatica is based on academic research in the fields of excellence, cognition and mathematics
education, and on the social principle of equal opportunity for all and one’s right to self-realization and aspiration, regardless of ethnic background and socio-economic status. Beyond these social/educational purposes, Kidumatica is also a research model and laboratory for testing new programs and teaching methods for gifted students. The following are the basic premises of the Kidumatica model, its goals and how they are achieved, including the recruitment of club members and the mathematical content.
12
Lycan, Angela Marie Novak. "Talented collegians: An explanatory sequential mixed methods study of the talent development process in gifted undergraduate students." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154123.
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13
Alexander, Julie. "Long-term effects of an early intervention program for gifted and talented students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955087.
Full textAbstract:
A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT.<br>Department of Educational Administration and Supervision
14
Vicig, Fiona Joy Ballantyne. "Accounts of the visual art classroom : catering for artistically talented students." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30129/1/Fiona_Vicig_Thesis.pdf.
Full textAbstract:
Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of artistically talented students with additional means to plan and cater for the educational needs of artistically talented students. Teacher and student accounts of the visual art classroom in this study indicated that identification processes for artistically talented students are unclear and contradictory. Furthermore, teacher and student accounts of their experiences presented a wide variety of conceptions of the visual art classroom and point towards an individualised approach to learning for artistically talented students. This study also discovered a mismatch between assessment practices in the subject visual art and assessment of art in the ‘real world’. Specifically, this study proposes a renewal of programs for artistically talented students, and recommends a revision of current procedures for the identification of artistically talented students in visual art classrooms.
15
Vicig, Fiona Joy Ballantyne. "Accounts of the visual art classroom : catering for artistically talented students." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30129/.
Full textAbstract:
Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of artistically talented students with additional means to plan and cater for the educational needs of artistically talented students. Teacher and student accounts of the visual art classroom in this study indicated that identification processes for artistically talented students are unclear and contradictory. Furthermore, teacher and student accounts of their experiences presented a wide variety of conceptions of the visual art classroom and point towards an individualised approach to learning for artistically talented students. This study also discovered a mismatch between assessment practices in the subject visual art and assessment of art in the ‘real world’. Specifically, this study proposes a renewal of programs for artistically talented students, and recommends a revision of current procedures for the identification of artistically talented students in visual art classrooms.
16
Ferguson, Miriam. "From Policy to Practice: How are Schoools Catering for Gifted and Talented Students?" The University of Waikato, 2007. http://hdl.handle.net/10289/2371.
Full textAbstract:
In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice. With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of what works from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'. This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each school also sees the development of this provision as an ongoing process. From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their programmes in order to more effectively cater for this group of learners. New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be. Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners. The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any appropriate approach, based on research findings, effectively.
17
Carlson, Nancy Naomi. "School counselors' knowledge, perceptions, and involvement concerning gifted and talented students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1674.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
18
Tan, Haw Hwa. "Educating gifted and talented students: From teachers' thinking to thinking teachers." Thesis, Tan, Haw Hwa (2012) Educating gifted and talented students: From teachers' thinking to thinking teachers. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/12742/.
Full textAbstract:
To bring about a transformation in the provision of a meaningful education for gifted and talented students in regular classrooms, teachers need to develop a critical awareness about equity as ‘needs-based’ and address the ‘taken for grantedness’ of perceptions about giftedness and practices. It is argued that when teachers’ thinking about equity, giftedness, gifted and talented students is changed first, their critical pedagogy will transform the status quo of gifted and talented education in regular classrooms. This thesis outlines research that examines the ways teachers think about giftedness and the education of gifted and talented students in regular classrooms in Western Australian primary schools and explores the circumstances in which teachers’ thinking transforms individual teachers into ‘thinking teachers’. A qualitative research approach with an emergent design and a critical interpretivist research paradigm grounded in Paulo Freire’s perspective of critical consciousness was utilised to understand teachers’ thinking. Twenty classroom teachers with different ethnic backgrounds and teaching experiences in both public and private primary schools were recruited through planned and snowball sampling. In-depth open ended face to face interviews were conducted with individual participants between December 2009 and July 2010 to find out what they thought about giftedness and the education of gifted and talented students. The recursive model of interviewing was used as the method for collecting data.
My overarching research question is: What do teachers think about giftedness and the education of gifted and talented students? My two specific research questions are: How does teachers’ thinking affect their conceptualisations of giftedness, gifted and talented students and their work in regular classrooms? Under what circumstances does teachers’ thinking change them into ‘thinking teachers’? Within the context of this study, ‘thinking teachers’ are conceptualised as those who reflect on why they are doing what they are doing, evaluate how they do what needs to be done and become empowered to transform the status quo and unsuitable teaching practices to provide a meaningful education to every student.
The findings suggested that individual participants were at different stages in the process of becoming ‘thinking teachers’. Participation in this study provided an opportunity for participants to examine more closely their ideas, beliefs and opinions about equity, giftedness, gifted and talented students and to reflect meaningfully about how they worked with those students. Despite their different perspectives of giftedness, all the participants acknowledged that giftedness is an above average ability to demonstrate an outstanding performance. There was a concern among many participants that certain teachers did not make any provisions for the gifted students in their regular classrooms. The findings also uncovered the notion of equity as equality (a concept based on sameness and equal shares) and a ‘taken for grantedness’ of perceptions about giftedness which affected both the participants’ identification of gifted and talented students and teaching practices.
This study concludes that stakeholders such as teachers, school principals, policy makers, Department of Education and teachers’ educational institutions need to bring about a transformation in the thinking of teachers to dispel misconceptions of giftedness and talent. Governments and the community need to support teachers with the resources and funds for teacher education and professional development in gifted education as well as gifted programs.
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Chan, Suet-kwan Peggy. "A case study of a saturday program for gifted and talented students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35322366.
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Chan, Suet-kwan Peggy, and 陳雪荺. "A case study of a saturday program for gifted and talented students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35322366.
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Andrews, Donna. "Alcohol and drug awareness, attitudes and use among gifted and talented students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849696967235.
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Clarke, Leanne S. "Phantom Classmates : A Case Study Of Talented Mathematics Students Learning Via Telematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1649.
Full textAbstract:
The main advantages and disadvantages of the Telematics environment for talented mathematics students were investigated through a case study. The case study considered the interaction of, and opinions of 11 Year 9 students and the teacher/researcher. Participants were from nine schools in regional Western Australia, and were withdrawn from face-to-face classes to attend mathematics transmissions. Qualitative data were collected through student interviews, an anonymous questionnaire, tape recording of lessons, and teacher field notes. Students all agreed the main disadvantage occurred if timetabling for Telematics transmissions did not align with their local school class times for the same subject. The teacher perceived the main disadvantage was that during lessons, for various reasons, students chose not to contribute, making it difficult to gain responses from students and create productive class discussions. Many students felt intimidated to contribute during class discussions. Allowing time during lessons for social interaction and encouraging students to reply directly to each other's contributions led to many students feeling more at ease to talk during lessons. The researcher perceived the greatest advantage of learning through Telematics was that with the small classes she was able to work more on an individual basis with students and to check that students understood individual concepts. Towards the end of the data collection period, some students were offering comments on other students' work and their thoughts on the material being developed, without prompting. The research concluded that for a particular issue, student responses were often in opposition. Consequently although some students found one aspect of his/her learning environment a distinct advantage, others found this a disadvantage; and for others, the same issue was unimportant. As such, it is not possible to categorise most aspects of the Telematics learning environment as either an advantage or disadvantage. Therefore rather than the teacher concentrating on eliminating or utilising certain aspects of the Telematics environment, the teacher needs to consider what individual students perceive as advantages and disadvantages and cater for those individual needs.
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Basak, Rasim. "Perfectionist tendencies in artistically talented students and educational strategies for teaching these students in the art classroom." [Bloomington, Ind.] : Indiana University, 2009. 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:3354910.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2009.<br>Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1139. Adviser: Enid Zimmerman.
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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 beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
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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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Hoyt, Sara L. "An untapped resource middle school students' perceptions of their gifted and talented program /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoyts.pdf.
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Mowoe, Faith Okeoghene. "Underachieving Gifted and Talented Minority Students in a Continuation Education Setting: An Interpretive Exploration." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322011296.
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Johnson, Patricia R. "A Confirmatory Factor Analysis of WRAML Scores in a Group of Academically Talented Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2716/.
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The purpose of this study was to confirm the original factor structure of the Wide Range Assessment of Memory and Learning (WRAML) utilizing a non-clinical adolescent population. Additional analysis examined the relationship between SAT-M scores and spatial relations ability. Exploratory analyses were conducted to determine ethnic and gender differences on the WRAML and subtests from the DAT. Sixty-four academically talented adolescents completed the WRAML and the mechanical reasoning and spatial relations subtests from the Differential Aptitude Test (DAT). The confirmatory factor analysis found the data obtained to not be a good fit for the factor structure of the WRAML (Sheslow & Adams, 1990). Additional confirmatory analyses were conducted which examined data fit of a three factor model found by reanalyzing the standardization data (Burton et al., 1996; Wasserman & Cambias, 1991) as well as two null models. The data failed to fit any of these three models. No support was found for the second hypothesis that predicted a positive relationship between SAT-M scores and spatial relations ability. Ethnic and gender differences on the WRAML and two DAT subtests were examined and discussed. Limitations of this study were reviewed which may have accounted for the overall lack of results.
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Njau, Anna John Malasi. "The performance of advanced level schools for academically talented female students in Tanzania: An evaluative analysis." University of the Western Cape, 2002. http://hdl.handle.net/11394/7091.
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Magister Philosophiae - MPhil<br>This study is an evaluative analysis of the performance of Advanced Level (A-level)
female students in schools for the academically talented in Tanzania. The pass rates of
female students at Advanced Level in such schools are consistently lower than those of
males, particularly in mathematics and science. The available literature on special schools
in Tanzania is very limited. There are a number of related resources available concerning,
for example, performance indicators for primary and secondary schools. This study
would add to the sparse literature concerning factors which influence the performance of
both female and male Tanzanian students who are academically talented.
The study gives attention to feminist perspectives within an educational evaluation
framework. This is because evaluation is a process of determining to what extent
particular educational objectives are actually being realised. It is based on student
performance, curricula and instructional materials, school personnel, educational
programmes and projects, education institutions and organisations. The main argument of
the thesis largely draws on a liberal, socialist feminism and empowerment approach to
education and seeks to explain and change historical systems of sexual differences
according to which females and males are socially constituted and positioned in relations
of hierarchy and antagonism (Haraway, 1989).
Data was collected through questionnaires, interviews, and by observation. Both
quantitative and qualitative thematic content was used to analyse data. The respondents in
this study involved four special schools (two for female and two for male students) with
ten participants from each school. The data obtained from male students was used for comparative purposes. The sample also involved four heads of schools, two teachers
from each school, two zonal inspectors (Eastern and Central zone) and the director of
secondary schools.
The study reveals that male students' performance in special schools is better than their
female counterparts. The reason for this is inadequate provision of teaching and learning
materials such as textbooks and an uneven distribution of teachers in schools for female
which leads to a high teaching workload. In addition, there is a shortage of female
graduate teachers who can act as female role models. Other factors include social cultural
aspects and differential gender expectations for males and females in a society. All of
these issues disadvantage females in relation to male students.
This study r~commends that the government through the responsible Ministry should:
increase the resources to these schools so as to create conducive learning environment for
students and teachers; ensure even distribution of graduate teachers; encouraging more
females to enroll in science and mathematics subjects; in order to be role models for
younger students and recruit more· female graduates teachers specialised in science and
mathematics. Future research should involve all special schools as well as other ordinary
schools both private and public with a large sample.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
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Holland, Susan Marie. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101864404.
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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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Hooker, Sharon Kay Roper. "Cooperative learning with four gifted and talented students: A case study focusing on interpersonal skills." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184615.
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This investigator studied 4 gifted 9- and 10-year-old subjects as they took part in investigator-designed cooperative learning activities during 1 school year. The purpose of this study was twofold: (a) to describe changes in the subjects' interpersonal skills and (b) to describe changes in their attitudes regarding interpersonal skills, school, self, and others. Results of surveys and transcripts of the subjects' dialogue relating to four clusters of interpersonal skills, psychological health, and attitudes toward school were analyzed and discussed. Three of the 4 subjects showed positive changes in their interpersonal skills. The communication modes occurring most frequently among the subjects were (a) interrupting, (b) expanding information beyond what is known, (c) admitting limited knowledge, (d) paraphrasing, (e) persuading, and (f) elaborating on ideas. Acceptance and support of others was developed and demonstrated very successfully by 3 of the 4 subjects and to a lesser degree by the 4th subject. All subjects increased the number of people they considered to be friends, including the number of cross-ethnic friendships. For all 4 subjects, the number of people who considered the subjects as friends increased as well. All 4 subjects experienced conflict and relationship problems during their cooperative learning activities, and no two people approached the resolution of these issues the same way. Attempts to resolve the problems included (a) shaming and chastizing the group member(s), (b) ignoring the inappropriate behavior, (c) excluding the group member from the interaction, (d) withdrawing or threatening to withdraw from the group, (e) trying to understand the other's perspective, and (f) changing the mode of operation that was at issue. The psychological health of 2 of the subjects was superior. The third subject had a satisfactory adjustment, and the fourth did not change his behavior significantly. All four subjects had a favorable attitude toward school and toward cooperative learning. Most of the subjects felt that (a) they had helped others, (b) they had received help, (c) their group work was better than their individual work, and (d) the quality of their group work was no worse than that of their individual work. Most of the subjects felt better about themselves after working on a cooperative learning team.
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Cruz, Jeannette. "Understanding the Relationship between the Talented Twenty Program and College Aspirations for High Ranking Students at a High Priority School." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/359.
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Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators.
This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed.
The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.
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Sumner, Christopher Mark. "A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5654.
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This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that aims to not only enhance students’ reasoning and problem-solving abilities but also to remedy the racial/ethnic disproportionality of SPS's gifted and talented program. More specifically, I used interpretive, qualitative methods for this investigation to understand participants’ perceptions of SOAR, in hopes of adding to the talent development knowledge base and informing SOAR policy and practice. Ultimately, participant views converged on several topics (i.e. racial and ethnic disproportionality, brain malleability, multiple intelligences, etc.) and diverged on others (i.e. SOAR’s value). Taking interview and focus group data, SPS documents, past researchers’ findings, my own experiences, and existing literature into account, I arrived at and offer several commendations and recommendations that might benefit SPS’s SOAR program and might be considered alongside other research by districts of similar contexts looking to adopt or improve a TD program.
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Hile, Olivia M. "Agriculture Teacher Attitudes Regarding Gifted Education and Teaching Gifted Students in the Agriculture Classroom." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7689.
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Agriculture teachers are responsible for a wide variety of students in their classrooms. It was unclear before this research how much preservice teacher instruction agriculture teachers were receiving to prepare them to teach students identified as gifted. This research aimed to measure teacher attitudes, characterization of gifted students, professional development needs, and related demographic information. Of the agriculture teachers who completed a traditional teacher preparation program, 54.50% felt that they were adequately prepared to meet the needs of gifted students in their classroom.
Participants characterized gifted agriculture students as outstanding problem solvers, quick to memorize information, and excellent in science. They did not characterize this group of students as excellent entrepreneurs, very active in FFA, and excellent leaders. These characteristics have implications for how to work with this population of students, such as using problem-based learning and integrating more science content into the classroom. By analyzing results of the importance and ability needs assessment, professional development is needed in creating challenging classroom content, differentiating instruction, and teaching problem solving skills specifically to teach gifted students in their classrooms.
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Willerson, Amy. "Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984213/.
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This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.
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ALRAJHI, NOOR. "ADDRESSING THE NEEDS OF GIFTED AND TALENTED STEM STUDENTS THROUGH HOLISTIC THINKING IN AN HONORS PROGRAM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1850.
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The purpose of this study was to examine the extent to which the Honors Program at a midwestern University addresses the needs of gifted and talented STEM students and developed their holistic thinking. Pink’s ideas about the holistic thinking were used to frame this study. Blending STEM gifted students’ needs and Pink’s senses were discussed in the literature review.This study utilized a mixed method approach to gain a better understanding of students’ perceptions about addressing their needs in Honors Program. An explanatory sequential design was employed for this study in which qualitative data were used to expand the understanding of the quantitative data. The latter was collected by a survey which was mailed to 274 STEM students who enrolled in Honors Program during the Spring 2019. Eighty three responded for a 30.29% response rate. Interviews were conducted with 9 students who response to the quantitative portion of the study. ANOVA Repeated Measures, descriptive statistics, and factor analysis and correlation were used to analyze the quantitative data. Themes and patterns were identified in the qualitative data.The findings of the current study showed no difference between the mean of the three categories: academically challenging needs, creative-productive needs, and social-emotional needs. The data reflected that at times and with some regularity students’ needs were met. Additionally, relationships among the three categories were discerned. Qualitative data uncovered numerous meaningful perspectives to examine students’ understanding of the survey categories. Even though participants indicated that they were indeed interested in being in the Honors Program, some conflicts were found in their opinions; thus the interview results confirmed and supported the survey results to examine students’ perceptions about how their academically challenging needs, creative-productive needs, and social-emotional needs were addressed by the Honors Program.The findings of this study provide implication as well as recommendations for future research related to honors education.
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Frost, Mark D. "Talented students, academic achievement and self-esteem : longitudinal comparisons of gifted versus not-gifted program placement /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9812949.
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Schneider, Ann Keller. "Determining the best possible programming options for gifted and talented students in small rural school districts." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002schneidera.pdf.
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Christo, Jeffrey. "Evaluation of the EXCEL and IMPACT! Programs for Gifted Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6313.
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This study addressed a gap in local practice where the IMPACT! and EXCEL programs for gifted students only received anecdotal evaluation. Despite the existence of established standards, programming for gifted students rarely undergoes rigorous evaluation at the local, state, or national levels. The research project consisted of a summative goal-based evaluation that reported the degree to which the school district's programming met national standards and to identify strengths and weaknesses. The researcher conducted qualitative inquiry of an intrinsic case study to evaluate the programming at a single school district under the theoretical frameworks of pragmatism, differentiated instruction, and self-efficacy. Educators answered a census style survey reporting categorical ratings on each element of the gifted standards with additional explanatory comments on open ended questions. The mode response of the categorical ratings was reported and open ended answers were analyzed using a hybrid coding method. Results showed strength in curriculum and instruction, program design, and identification items with most of these in place in the district. The affective needs and professional development categories had lower scores, with educators citing a lack of social emotional and pedagogical training specific to gifted students. The project was an evaluation report with an action plan devised to improve professional development offerings, increase educator's abilities to address social emotional learning. Historically, programming for gifted students has been considered uninspiring and ineffective and is rarely systematically evaluated and improved. Thus, the project promotes social change by reversing this gap in practice and has potential to benefit the upcoming generation of gifted learners and the local community.
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Ubiles, Miguel. "Affirmative Action in Higher Education and the Talented Twenty Program in Florida." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5547.
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Affirmative action in higher education is a necessary component for ethnic minorities to be afforded postsecondary educational access and opportunities to improve their socioeconomic status. The ban of affirmative action in undergraduate admissions, wherever instituted, has decreased the undergraduate enrollment of ethnic minorities. The broad objective of this research is to demonstrate how the elimination of affirmative action has lessened postsecondary educational access for minorities, who presently account for the majority or near-majority population in several states and will soon account for a much larger segment of the national population. This study will use two series of multiple regression models with scale-level variables to note the effect of the removal of affirmative action and the effectiveness of the Talented Twenty Program in maintaining student diversity at the University of Florida and the Florida State University. The major finding of this research is that the minority enrollment at UF and FSU was significantly related to the change in policy from affirmative action to the Talented Twenty Program. This study and the prior literature strongly suggest that the current diversity levels at these public universities are most likely a result of the university recruitment and outreach programs and population change.<br>ID: 031001524; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Andrea Vieux.; Title from PDF title page (viewed August 19, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 89-95).<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; American and Comparative Politics
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Fong, Wai-tsz Ricci, and 方蔚子. "Perfectionism, social connectedness, and academic self-efficacy in average and academically talented primary school students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329824.
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This research aimed to explore the phenomenon of perfectionism in Hong Kong Chinese primary school students, including those with academic talents, and to delineate any causal relationships among perfectionism, social connectedness and academic self-efficacy. To this end, three sequential studies were designed.
Study One aimed to develop and validate a version of the Adaptive/Maladaptive Perfectionism Scale (AMPS) translated into Chinese. This instrument permits the examination of various dimensions of perfectionism and made available a reliable perfectionism measure for use in Study Two. The Chinese version of AMPS is now available to other researchers for future perfectionism studies with Chinese students. In Study One, 599 fourth to sixth grade students completed the Chinese version of the AMPS. It was found that perfectionism in this population could be considered in terms of four dimensions, namely: Compulsiveness, Sensitivity to Mistakes, Contingent Self-Esteem, and Need for Admiration. All the dimensions were positively inter-correlated.
Study Two then aimed to use the validated Chinese version of AMPS to help develop a causal model to illustrate the direct predictive power of perfectionism on academic self-efficacy, and its indirect influence through the mediation of social connectedness. For this purpose, a structural equation modeling was used. A sample of 1425 fourth to sixth grade students completed a detailed questionnaire which assessed their perfectionism, their perceived social connectedness, and their academic self-efficacy. The results confirmed perfectionism as a significant and direct predictor of academic self-efficacy, and identified social connectedness as an indirect but reliable mediator in the causal relationship between perfectionism and academic self-efficacy.
Study Thee focused on academically talented students in fourth to sixth grades. Individual semi-structured interviews were conducted with 21 students nominated by their teachers as “academically talented”. The aim was to collect qualitative data to supplement the quantitative findings already obtained in Study One and Study Two. In particular, the purpose was to investigate conception of perfectionism, as well as the relationships among perfectionism, social connectedness, and academic self-efficacy in academically talented Chinese students. The findings showed Compulsiveness, Sensitivity to Mistakes, and Need for Admiration to be influential dimensions within these students’ conceptions of perfectionism but, together, all four dimensions of perfectionism directly influenced students’ perceived academic competence. Students’ perfectionism was also found to be influenced by their perceived connectedness to their families, teachers, peers and school. Perceived social connectedness, in turn, played an important role in determining academic self-efficacy.
Stemming from ecological theory and social cognitive theory, this research has provided an interactive framework for understanding the personal-social development of Chinese primary school students, particularly the academically talented. The quantitative and qualitative findings have pointed to the importance of cultural diversity in understanding perfectionism and social connectedness, and for appreciating the early impact perfectionism has on Chinese students. The implications of the findings are discussed, with due attention given to relevant theories, research methodology, directions for future research, and guidance and counseling.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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French, Brandon H. "TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING." UKnowledge, 2016. http://uknowledge.uky.edu/stem_etds/7.
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Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has worked to integrate 21st century skills into curriculum. Many times this is through STEM classes. This study examined the impact technology had on gifted and talented students’ achievement and creative construction. During a unit on Transformations, a control group received traditional instruction, while an experimental group received traditional instruction with an added technology component. A pre and posttest were given to both groups to measure student success with the geometry content. Results indicated that the technology component did not have a major impact on student achievement. Both the control and experimental group showed mastery of the standards and concepts. The technology component did increase students’ use of correct content vocabulary.
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Waits, Amanda. "Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics." Thesis, East Tennessee State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10291321.
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<p> The purpose of this study was to determine if there was a significant difference in total scores on the <i>Mathematical Self-Efficacy Scale, </i> the mathematics task self-efficacy portion of the scale, and the math-related school subjects self-efficacy portion of the scale for middle school students between students assigned to a homogeneously grouped accelerated math class and students assigned to a heterogeneously grouped math class. </p><p> The instrument used to gather information for thus study on student self-efficacy was the <i>Mathematics Self-Efficacy Scale</i> (MSES). The MSES measures 2 domains of mathematics-related behaviors and capabilities. The <i> Mathematics Task Self-Efficacy</i> scale is designed to measure the level of confidence the student would have when successfully completing the given task. The <i>Math-Related School Subjects Self-Efficacy</i> scale is designed to measure the level of confidence the student would have when successfully completing a college level course with a final grade of an A or B. The 2 parts of the MSES may be individually scored or holistically scored to obtain a total score representing overall mathematical self-efficacy.</p><p> Descriptive and inferential statistics were used to analyze the data for the 9 research questions. Participants in the study were randomly assigned to the heterogeneous or homogeneous groups by their schools and were not controlled by the researcher. Students within the groups were chosen as participants based on their math ability and scores on the seventh grade TCAP test. At the time of the survey these students attended either a K-8 elementary school or a middle school in Northeast Tennessee. The population consisted of 357 gifted or talented eighth grade math students in 6 school districts in Northeast Tennessee.</p><p> The results of this study does not support or discourage the practice of acceleration by retaining 7 of the 9 null hypotheses that there are no significant difference in self-efficacy scores between homogeneous grouped eighth grade math students who were placed in accelerated coursework by taking Algebra I and those students who were heterogeneously grouped in a regular eighth grade math class.</p>
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Skywark, Vicki Marie. "Exemplary teachers' knowledge of their mathematically talented students." 2005. http://purl.galileo.usg.edu/uga%5Fetd/skywark%5Fvicki%5Fm%5F200508%5Fphd.
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"The choice-of-college decision of academically talented students." THE GEORGE WASHINGTON UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3397600.
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Peng, Chang-Li, and 彭昌禮. "The Teacher Screening Career of The Athletic-Talented Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16121345944006027894.
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碩士<br>國立臺北教育大學<br>體育學系碩士班<br>98<br>Narrative of this study was to athletic-talented students to pursue academic subjects teaching life story of the history of the road towards the experience of teachers, as well as academic subjects face teacher selection process of change of mind. To achieve this purpose, the study used qualitative methods, purposive sampling of three athletic-talented students to study, to outline a semi-structured interviews conducted interviews, recording career of their choice for the original purpose of teaching, to the future for the community after environmental change, together with the extent of their lack of academic subjects, resulting in the plight of employment can not be smooth, and shall fail to face the situation of temporary jobs, and career transition building process, adaptation and transfer status after the career development planning. The researchers interviewed study participants through the analysis of three data, and analyze, summarize the following conclusions: First, the individual, family and social environment athletic-talented students choose to be a teacher. Second, the low standard of basic disciplines involved in teacher screening is the biggest obstacle. Third, on the teacher selection system with optimism mind will help re-career planning. Forth, with athletic skills in the background, change jobs more peace of mind. Fifth, re-start his career in order to transfer to the substitute teacher and teacher-based society. Sixth, after converting their career despite feel regrettable, but still capable of acceptance. According to the above conclusions, researcher puts forward suggestions related to respectively the athletic-talented students, educational authorities and future research.
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De, Beer Linda Elizabeth. "Die kognitiewe en persoonlikheidstruktuur van die intellektueel-begaafde student." Thesis, 2014. http://hdl.handle.net/10210/9947.
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M.A. (Psychology)<br>One of the oldest problems in psychology, dating back to Galton in the 19th century, is the phenomenon of observed variations in intellectual performance. According to Messick (1973) over half a century of empirical research has uncovered a vast array of dimensions relating to aspects of cognitive functioning. buring this period intellectual giftedness was not the prime objective of theorists, with little attention being paid to this aspect of intellectual functioning. Research into intellectual giftedness is furthermore widely diversified with regard ~o conceptual definitions and methodology (Anastasi, 1965). In South Africa the emphasis has been placed on studies conducted at secondary school level (Coetzee, 19751 Duminy, 1960, Roos, 1983). As a result the cognitive and personality structure of the gifted adult is incomplete regarding theoretical and empirical aspects. The primary objective of the present study was to ascertain whether the cognitive and personality structure of intellectually gifted students differed from the cognitive and personality structure of intellectually average students. In order to investigate the problem a random sample was drawn of registered students (both past and present) at the Rand Afrikaans University. These students were allocated to one of five categories according to their score (I.Q) on the New South Africa.n Group Test of Intelligence •
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張彩瀅. "Individual Case Study of Transformation from Music-talented Classes for Gifted Students to Music-talented Classes in Kaohsiung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/53994414543116824868.
Full textAbstract:
碩士<br>國立高雄師範大學<br>音樂學系<br>100<br>This study investigates the current circumstance of music-talented classes transformed from music-gifted classes in Kaohsiung city. We aim to analyze the effect of this transformation from the aspects of teachers, parents, and students. By interviewing objects from individual schools and analyzing the related materials using Phenomenology, we make the following conclusions:
I. Current Circumstance and Problems of Transformed Music-talented Classes
Since academic year 99, the music-talented classes, which transformed from the music-gifted classes, return to the category of “Law of Art Education (2000).” The music-gifted classes are originally under the Special Education Group, which is part of the Parental Education Office; while the music-talented classes now become special organized classes in regular classes. Although the music-talented class in the case junior high was short of the financial support for gifted students, it is now better financed by the Office of Academic Affairs; hence, financial assistances are available for most of the applications. However, the standards for skill subjects are lowered and the differences of level of subject skills between students in music-talented class are tremendous, which further raise the difficulty in teaching.
II. Perspectives of Teachers
1. The administrators of the both classes regard the main serving subject as “Music Class Students,” and therefore such transformation will not change the education principles. Their management strategies include no changing in both the curriculum and the exhibition arrangements. Only the coverage of tests is slightly modulated.
2. The teachers think the curriculum for music-talented student is over-academic-oriented and lacks innovative trainings. The most severe problem of students, in their opinion, is lacking of self-awareness. The teachers also think the current curriculum lacks the cross-field integration and interaction. They also believe that the “dual-teacher-system” is the best for students.
III. Perspectives of Parents
1. Parents’ Involvement: The two motivations of the parents’ involvement are (1) knowing the progress of their children and (2) supporting the school with resources. The parents expect the school to support music education on resources, to interact more closely with parents and communities, and to encourage students to use the art-cultural resources of the communities.
2. Parents’ Expectation: The parents of music-gifted class expect their children to explore and follow the aptitudes, and respect children’s decisions optimistically. The parents of music-talented class, on the other hand, expect their children to follow the curriculum of the junior high school education and cultivate good moral philosophy, however worried about their advances in music.
IV. Perspectives of Students
1. Attitudes: The students express positive attitude towards the curriculum and the interactions with classmates. They also accredit the influence of peers on learning, and the value of music-classes at the junior high stage. The students from the music-talented class and from music-gifted class have different feedbacks on the attitude of their teachers. However, both classes agree that the learning environment needs improvement.
2. Demands: The students think the school did not try to understand the demand of students, and the teachers decide the teaching content merely on the level of students. The students expect the curriculum to include the performance art and visual art contents.
3. Satisfactory: The students are content with the quality of teachers, the teaching methods, and the teaching contents. They also agree that individual trainings have positive influence on music professional development. The students from music-gifted class are more self-motivated. Two classes hold different opinions on the activity arrangement and the curriculum design, but both of the classes agree that the school does not provide enough art-activity information.
With aforementioned conclusions, three suggestions are made in this thesis:
1. A responsible unit should be organized to be in charge of the art-talented class. Clear regulations should be set up. Thus, the teaching quality of art-talented classes would be controlled.
2. Communication should be set up between the school and the parents. The parent should be notified about every arrangement on teaching.
3. The school should assist the students on building their career plan. Let the parents and the students know how to choose the ways matching the students’ aptitudes the most.
Keywords: music-gifted classes, music-talented classes.