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Rozprawy doktorskie na temat „Gifted children”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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

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

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

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

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

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

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

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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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6

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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7

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

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

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8

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

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

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9

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

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

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10

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

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

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11

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

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

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13

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

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

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

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

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

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Borelli, Myriam Godbold John V. "Gender, ethnicity, and bilingual gifted education a qualitative study of supportive Mexican-American families in Chicago /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633416.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 19, 2006. Dissertation Committee: John V. Godbold (chair), Mauro Toro-Morn, Larry D. Kennedy, John T. Goeldi. Includes bibliographical references (leaves 103-109) and abstract. Also available in print.

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17

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

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

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

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19

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

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

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

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21

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

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

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

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

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

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Christian, Theresa. "A statewide evaluation of gifted education in Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5581.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.

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

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Chan, Ho-kei Kevin. "School for the gifted." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595345x.

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

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

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Eddles-Hirsch, Katrina. "A phenomenological study of advanced learners in educational settings suited to their academic needs." Faculty of Education, 2009. http://ro.uow.edu.au/theses/1917.

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This study explored the lifeworld of 27 academically advanced primary students in educational environments that have attempted to address their atypical learning needs. A phenomenological theoretical framework was used to discover the experiences of 13 gifted boys and 14 gifted girls attending either single-gender or co-educational schools. Three types of school settings were purposefully selected for this study in order to discover the supportive systems that these different educational environments created for academically advanced learners. While there is a great deal of research about the

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White, Lisa Wolk. "Parent-child relationships in families with intellectually gifted children /." Connect to CIFA website:, 2009. http://sites.google.com/site/californiainventoryforfamilyassessment/Home.

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Cunningham, Angela. "The Peer Status of Gifted Children Across Educational Settings." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/904.

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Although previous studies have examined the peer status of gifted students in upper elementary grades, very little is known about the social status and peer acceptance of gifted children in the lower elementary grades (k-3). In the present study, the researcher compared the peer status of teacher nominated gifted kindergarten children to that of their non-gifted classmates on measures of peer acceptance and social status. Also compared was the peer status of gifted children in the lower elementary grades (1-3) within the regular classroom and an enrichment classroom on measures of peer accepta

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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 a

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Coffin, Lorraine. "Topographic mapping of the brain activity of gifted children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41094.

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The study compared the brain electrical activity of two groups of gifted children between the ages of 9 and 13 years. The electroencephalogram (EEG) was recorded with eyes closed: "at rest" and during three simple cognitive tasks. Significant differences were found in absolute power in the resting state EEG between the gifted high achievers and non-gifted, age-matched peers. No significant differences were found between the gifted underachievers and age-matched peers. Significant differences were found in absolute and relative power during the word recognition task compared to the resting EEG.

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Visvanathan, Thara 1966. "The use of two measures with young gifted children." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291894.

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This study examined the performance of young gifted children on two measures. The sample included 25 children. The measures used were the DIAL-R and the WJ-R. Results obtained on the DIAL-R were used to confirm the development of the children. Scores on the DIAL-R were correlated with those on the WJ-R. Rankings of students by their teachers was also obtained as added information. Teacher preference of the two measures was used to determine which tests were more likely to be employed by the school in the future. Only 4 children were identified "potential advanced" on the language area and 3 of

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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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Lassig, Carly J. "Teachers' attitudes towards intellectually gifted children and their education." Thesis, Griffith University, 2003.

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In Australia, the implementation of policies and provisions for gifted education vary among the states and territories. A commonality across the country is the reports of negative attitudes towards giftedness and gifted education, as outlined in The Australian Senate Committee’s report, The Education of Gifted Children (Collins, 2001). This study was an inquiry into the attitudes of teachers in South-East Queensland state primary schools. In particular, it explored attitudes towards intellectually gifted children and their education, and factors that may be associated with these attitudes. Res

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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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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emoti

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

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

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

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

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O???Leary, Kay Education Faculty of Arts &amp Social Sciences UNSW. "Development of personal strengths and moral reasoning in gifted adolescents." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/20540.

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This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan reg

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Adger, Sonja M. "The underrepresentation of minority groups in North Carolina's gifted programs /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/adgers/sonjaadger.pdf.

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Kelsay, Karla Lynn Fisher Robert L. Heyl Barbara Sherman. "The process of relfection [sic] in teaching as utilized by enablers a micro-ethnographic study of teachers of the gifted /." Normal, Ill. : Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901465.

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Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed Sept. 15, 2005. Dissertation Committee: Robert L. Fisher, Barbara S. Heyl (co-chairs), Paul J. Baker, John V. Godbold, Larry D. Kennedy. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

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Fox, Deborah Lee. "Teachers' Perceptions of Leadership in Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.

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The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarc

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Kasinski, Gerald G. "A study of gifted students enrolled in a magnet program compared with gifted students remaining at their home school." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/767.

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Leung, Siu Yuk. "The association of emotional intensity and high ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35365.

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This study was undertaken in an attempt to assess the Affect Intensity Measure (AIM) as a simpler alternative to the Overexcitability Questionnaire (OEQ) as a measure of emotional intensity in high ability young people. Participants were 30 young adolescents from grade 6 to grade 11 from the McGill Summer "Explorations" Program for the gifted, 75 undergraduate students and 46 doctoral students from various departments of McGill University. The Affect Intensity Measure was administrated to all three groups. There were no affect-intensity differences among the three groups of participants. Affec

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