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Asynchronous Gifted Students & Human Rights Education: A Residential Life Curriculum Guide Aimed At Supporting Subcultures And Underrepresented Populations, Derek M. Lough 2017 Illinois Mathematics and Science Academy

Asynchronous Gifted Students & Human Rights Education: A Residential Life Curriculum Guide Aimed At Supporting Subcultures And Underrepresented Populations, Derek M. Lough

Staff Publications & Research

This Masters Field Project for the International & Multicultural Education Department at the University of San Francisco serves to provide an incomplete, but fairly comprehensive guide to studies that describe the general educational situations of subcultures and underrepresented populations within the context of gifted education and the framework of human rights education. The programs within it adhere to the standards set for Residential Life at the Illinois Mathematics & Science Academy, follow Dr. Monisha Bajaj's six steps for a complete human rights education in the field while also incorporating Dabrowski's Theory of Disintegration.


Supporting Students With Gifted-Talented Potential In High Need Schools: A Portraiture Study, Anna Zillnger Shepard 2017 Hamline University

Supporting Students With Gifted-Talented Potential In High Need Schools: A Portraiture Study, Anna Zillnger Shepard

School of Education Student Capstone Theses and Dissertations

The research question addressed in this project is – how are students with Gifted-Talented potential supported in the inclusive classroom model when it is implemented in high need

public schools? The research was conducted and organized utilizing Sarah Lawrence- Lightfoot’s Portraiture qualitative research method, which includes the components of

Voice, Context, Emergent Themes, and Aesthetic Whole. Five teachers who served in high need K-6 public schools provided the data through semi-structured interviews. The interviews were transcribed and read multiple times to determine five Emergent Themes in accordance with the research method. Those themes were: Identification, Testing/Evaluation, Support, Failure, and ...


Examining The Relationship Between Gifted Behavior Rating Scores And Student Academic Performance, Lori M. Cleveland 2017 Concordia University - Portland

Examining The Relationship Between Gifted Behavior Rating Scores And Student Academic Performance, Lori M. Cleveland

Ed.D. Dissertations

Current trends in gifted education research suggest the importance of identifying, developing, and nurturing the talent and potential of gifted learners in addition to recognizing high ability through intelligence testing. However, despite decades of work to decrease the achievement gaps, increasing excellence gaps, the disparity between the highest levels of student achievement from White, affluent backgrounds and the top-performing students from minority or low income backgrounds, remains a problem (Plucker & Callahan, 2014). This quantitative research study examines how a component of the identification process, the gifted behavior rating scale, can be used to assess student potential and increase representation of ...


Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur 2017 Illinois Mathematics and Science Academy

Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur

Sowmya Anjur

Through a model of inquiry and collaborative learning, participants will learn about the structural and institutional features of oppression faced by gifted students. Participants will develop meaningful ways to apply their new awareness and knowledge at both the individual and institutional levels, creating a diversity plan including a diverse curriculum. The ultimate goal is to provide professionals with the tools and resources to ensure equity and promote an environment that is both diverse and inclusive.


How Cinema Excerpts Enhance A Culturally Relevant Responsive-Value Driven Pedagogy, Sunni Ali 2017 Northeastern Illinois University

How Cinema Excerpts Enhance A Culturally Relevant Responsive-Value Driven Pedagogy, Sunni Ali

Journal of Research Initiatives

Abstract

Most certainlygood styles of teaching” match the needs of students. As technology distractions within society grow more and more tearing students away from a classroom’s pedagogy, it becomes even more important today for teachers to find effective ways to engage students. Cinema clips is one-way educators can apply a cultural value driven pedagogy to connect students to lessons. For one, the use of cinema clips allows teachers to use multi-media resources to translate or deconstruct a lesson through video and auditory mechanism. Furthermore, it offers a differentiated style of teaching for students. What makes the use of ...


The Looking Glass Effect: A Phenomenological Study Of Graduate Asian Students’ English Writing Challenges, Papia Bawa, Sunnie L. Watson 2017 Purdue University

The Looking Glass Effect: A Phenomenological Study Of Graduate Asian Students’ English Writing Challenges, Papia Bawa, Sunnie L. Watson

Journal of Research Initiatives

Increasingly more students from China are looking to the USA for learning opportunities. Despite being beneficial for both stakeholders, this phenomenon has some deep-rooted issues pertaining to cross cultural language acquisition barriers that may be preventing such learners from reaching their full potential in academic accomplishments. This phenomenological study of five Chinese students in the USA, engaged in the process of English language communication, is a step towards understanding this phenomenon. The study’s findings led to the development of a new metaphorical paradigm (Looking Glass Effect Paradigm) to explain the key issues faced by such learners, a new pedagogical ...


The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman 2017 Illinois Mathematics and Science Academy

The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman

Adrienne Coleman

Research suggests that a cognitive gap begins as early as nine months of age in Black males, widens by two years of age, and by fifth grade cognition lags by nearly two full years (ETS, 2011). This gap is a result of multiple facets: “Children are suffering from a toxic cocktail of poverty, illiteracy, racial discrimination and massive incarceration that sentences poor boys to dead-end hopeless lives” (ETS, 2011, p. 2). The outcome is the Black male being inadequately educated and academically behind other subcultures of the population. Lack of family support, poor school systems with inadequate resources, peer pressure ...


Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur 2017 Illinois Mathematics and Science Academy

Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur

Adrienne Coleman

Through a model of inquiry and collaborative learning, participants will learn about the structural and institutional features of oppression faced by gifted students. Participants will develop meaningful ways to apply their new awareness and knowledge at both the individual and institutional levels, creating a diversity plan including a diverse curriculum. The ultimate goal is to provide professionals with the tools and resources to ensure equity and promote an environment that is both diverse and inclusive.


Imsa30: The Promise And Power Of Imsa Impact Report 2017, Illinois Mathematics and Science Academy 2017 Illinois Math and Science Academy

Imsa30: The Promise And Power Of Imsa Impact Report 2017, Illinois Mathematics And Science Academy

Impact Reports

The State of Illinois launched the Illinois Mathematics and Science Academy (IMSA), which is recognized as the world's leading teaching and learning lab for imagination and inquiry, in collaboration with business, education, and science leaders. For 30 years, IMSA has pioneered the future of science, technology, engineering, and math (STEM) education through its two legislative charges: 1) to provide a uniquely challenging education for students talented in the areas of mathematics and science and 2) to stimulate further excellence for all Illinois schools in mathematics and science. IMSA champions these goals through:

New STEM teaching models: leading the charge ...


Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur 2017 Illinois Mathematics and Science Academy

Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur

Publications & Research

Through a model of inquiry and collaborative learning, participants will learn about the structural and institutional features of oppression faced by gifted students. Participants will develop meaningful ways to apply their new awareness and knowledge at both the individual and institutional levels, creating a diversity plan including a diverse curriculum. The ultimate goal is to provide professionals with the tools and resources to ensure equity and promote an environment that is both diverse and inclusive.


A Description Of Early Access In Colorado, Ruthi Manning-Freeman 2017 University of Denver

A Description Of Early Access In Colorado, Ruthi Manning-Freeman

TLS Doctoral Research Projects

Early access, as defined in Colorado statute, remains optional. There is a shortage of administrative units engaged in an early access process to admit gifted young learners ahead of neurotypical age peers. Only 21 school districts currently use their addendum as evidenced by the receipt of Colorado state funding. Indeed, “there exists a basic lack of awareness of the effectiveness of the intervention, the impact on the student’s social-emotional development, as well as concern for the lack of consistent procedures for making this decision” (Assouline, Colangelo, Van Tassel-Baska, & Lupinski-Shoplik, 2015, p. 54). In this retrospective mixed-methods study, the researcher ...


Fandoms In The Lives Of Gifted Individuals With Imaginational Overexcitabilities, Jessica B. DeLallo 2017 University of Denver

Fandoms In The Lives Of Gifted Individuals With Imaginational Overexcitabilities, Jessica B. Delallo

TLS Doctoral Research Projects

Fandoms are communities, either officially or unofficially organized, that are dedicated to the love of a particular person, team, fictional series or character (Barton & Lampley, 2014). According to the Belonging theory (Gailliot & Baumeister, 2006), people yearn for belonging because it provides them with a sense of identity, self-esteem and self-worth. Gifted individuals often have unique social-emotional characteristics, such as overexcitabilities (OE), which set them apart from their non-gifted, non-OE counterparts because they actually experience life in a very different way (Neihart et al., 2002). The purpose of this study was to examine the role of fandoms in the lives of ...


Uncovering The Gifts In English Language Learners, Sheri J. Collier 2017 University of Denver

Uncovering The Gifts In English Language Learners, Sheri J. Collier

TLS Doctoral Research Projects

This research study addresses the problem of practice of the underrepresentation of English language learners (ELL) in gifted and talented (GT) services. The literature provided several reasons for the underrepresentation of ELL students being identified as gifted. One reason cited in the literature was teachers’ lack of referrals or understanding the characteristics of ELL students who may be gifted (Barkan & Bernal, 1991; de Wet & Gubbins, 2011; Esquierdo & Arreguín-Anderson, 2012; Ford & Grantham, 2003; Harris, Rapp, Martínez, & Plucker, 2007). The literature also stated assessment play a major role in identification practices (Anguiano, 2003; Barkan & Bernal, 1991; Ford & Grantham, 2003; Harris et al., 2007). Another reason stated was that parents or families might be unaware of the referral process for gifted identification (Harris et al., 2007). Preschool teachers were the focus ...


Collaborative Conversations With Parents And Caregivers Of Black Gifted Students, Rebecca A. McKinney 2017 University of Denver

Collaborative Conversations With Parents And Caregivers Of Black Gifted Students, Rebecca A. Mckinney

TLS Doctoral Research Projects

This research study attempts to address the persistent problem of practice of inequitable identification and programming for culturally and linguistically diverse gifted learners. One of the possible root causes of this persistent problem is the lack of parent engagement from culturally and linguistically diverse parents and caregivers (Jolly & Matthews, 2012; Grantham, Frasier, Roberts & Bridges, 2005). This phenomenological study targets parent and caregiver engagement of African American or Black parents and caregivers through the collaborative development of parent education. Participants were parents or caregivers of African American or Black school age children in metro Denver who participated in four conversations. During these four ...


2017 Intersession Catalog, Illinois Mathematics and Science Academy 2017 Illinois Math and Science Academy

2017 Intersession Catalog, Illinois Mathematics And Science Academy

Intersession Catalogs

No abstract provided.


Exploring The Lives Of Gifted Women, Christine Ann Winterbrook 2017 University of Denver

Exploring The Lives Of Gifted Women, Christine Ann Winterbrook

TLS Doctoral Research Projects

Exploring the Lives of Gifted Women is a narrative collection that shares the lived experience of five diverse gifted women. These women were identified as gifted and talented through a formal psychological evaluation. They were served in gifted programming in elementary and secondary school. This qualitative narrative study revealed the lived personal experience of being a gifted female throughout the lifespan for these five diverse gifted women. The internal gifted characteristics and external influences that affect gifted women’s relationships, social and emotional health, achievement, and overall wellbeing were analyzed. The results of this study also examined the internal and ...


The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman 2017 Illinois Mathematics and Science Academy

The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman

Publications & Research

Research suggests that a cognitive gap begins as early as nine months of age in Black males, widens by two years of age, and by fifth grade cognition lags by nearly two full years (ETS, 2011). This gap is a result of multiple facets: “Children are suffering from a toxic cocktail of poverty, illiteracy, racial discrimination and massive incarceration that sentences poor boys to dead-end hopeless lives” (ETS, 2011, p. 2). The outcome is the Black male being inadequately educated and academically behind other subcultures of the population. Lack of family support, poor school systems with inadequate resources, peer pressure ...


Talented And Gifted Teaching Methods: Are Teachers Prepared To Teach The Talented And Gift, Kristen Budreau 2017 University of Iowa

Talented And Gifted Teaching Methods: Are Teachers Prepared To Teach The Talented And Gift, Kristen Budreau

University of Iowa Honors Theses

This paper explores syllabi and assignments from the teacher education program at the University of Iowa to determine whether required classes explicitly prepare future teachers to work effectively with talented and gifted students. A checklist is used to determine if the syllabi and assignments include the important topics in gifted education future teachers need to know to be satisfactory teachers of talented and gifted students. The syllabi and assignments looked at show a lack of information pertaining to talented and gifted students and gifted education in general. Preservice teachers leaving the teacher preparation program at the University of Iowa are ...


Newbery Award-Winning Books And Gifted Readers, Jennifer Dreyer 2017 University of Iowa

Newbery Award-Winning Books And Gifted Readers, Jennifer Dreyer

University of Iowa Honors Theses

This paper explores whether or not Newbery award-winning books, recognized for contributions to children’s literature in general, are likely to challenge and engage gifted readers. Children who demonstrate exceptional abilities in reading comprehension and perform beyond others their age need literature that will challenge their comprehension and enhance their advanced vocabulary. The Newbery books generally are written for upper elementary students and above, so the language of the texts themselves should align with the ability of a gifted reader. By examining the research related to what books are best for gifted readers, as well as the characteristics of books ...


The Prevalence Of Twice Exceptional Students In The Gat Academic Programs: The Near Miss Phenomena, Lynne Ivicevic 2017 Edith Cowan University

The Prevalence Of Twice Exceptional Students In The Gat Academic Programs: The Near Miss Phenomena, Lynne Ivicevic

Theses: Doctorates and Masters

Twice exceptional (TE) students often experience barriers to their participation in gifted academic programs that contribute to their marginalised status amongst the school gifted population. The estimated prevalence of TE students in gifted programs worldwide varies according to the location, identification means and definition, with little agreement reached between researchers in the field. This research was made up of three interrelated studies. Firstly, six years of longitudinal quantitative cohort data from the Western Australian Department of Education (DoE) database on selected students for the GAT programs including GAT Academic programs and TE students to determine TE prevalence. Secondly, disability prevalence ...


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