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Teachers' Perceptions Of Students' Creativity Characteristics, Serap Gurak-Ozdemir 2016 Buffalo State College

Teachers' Perceptions Of Students' Creativity Characteristics, Serap Gurak-Ozdemir

Creative Studies Graduate Student Master's Theses

Teachers’ perceptions of an ideal student were investigated in terms of their FourSight preferences (i.e. Ideator, Clarifier, Developer, and Implementer). Based on these preferences, 275 teachers who were currently working in Western New York region described their “ideal” student with 66 adjectives of Torrance Ideal Child Checklist. Results showed that for each of FourSight preferences, teachers have a tendency to support characteristics associated with their own preference. More specifically, teachers with a stronger Ideator tendency encouraged the students’ Ideator characteristics more compared to Developer and Implementer styles. Teachers with a Clarifier tendency do not seem to favor students’ Ideator ...


The Effects Of An Elementary After-School Enrichment Program On Gifted And Talented Students' Attitudes Toward School, Madison Nicole Cunningham 2016 University of Arkansas, Fayetteville

The Effects Of An Elementary After-School Enrichment Program On Gifted And Talented Students' Attitudes Toward School, Madison Nicole Cunningham

Curriculum and Instruction Undergraduate Honors Theses

The study researches interest-based learning in a controlled setting in order to gain insight into student attitudes toward school, more specifically among identified gifted and talented students. This study poses the research question, “Does an after-school program designed to cater to student needs affect student attitudes toward school?” This was an action research study using pre and post assessments to determine elementary students’ attitudes toward school. The study was conducted at an after-school program, once a week for ten weeks total. There were ten students involved in the study, with three of them being formally identified through the school district ...


An Investigation Of How Districts In One State Identify And Serve Gifted And Talented English Language Learners, Caitlin S. Allison 2016 University of Arkansas, Fayetteville

An Investigation Of How Districts In One State Identify And Serve Gifted And Talented English Language Learners, Caitlin S. Allison

Curriculum and Instruction Undergraduate Honors Theses

School administrators are constantly looking for ways to make learning accessible for all students, and gifted education is no different. The process of identifying a gifted student is a difficult one at best, only made more difficult with language barriers. However, inattention to gifted English Language Learners can have detrimental effects as feelings of culture shock and homesickness combine with feeling intellectually different than one’s peers. This study investigates the current procedures for identifying and providing for all gifted learners to determine if eligibility and participation is dependent on linguistic ability. The study consisted of interviewing three District Coordinators ...


Teachers’ And Administrators’ Perceptions Of The Under-Representation Of African American Males In Gifted And Talented Education Programs, Roy Sermons 2016 Liberty University

Teachers’ And Administrators’ Perceptions Of The Under-Representation Of African American Males In Gifted And Talented Education Programs, Roy Sermons

Doctoral Dissertations and Projects

The purpose of this phenomenological case study is to explore the reasons for specific perceptions by urban middle and high school teachers and administrators about the underrepresentation of gifted African American male students in educational programs for the gifted and talented. Perceptions about gifted African American male students are generally defined as the views, thoughts, and patterns of educators pertaining to the characteristics of gifted students, recommendations for admission into gifted and talented education programs, and social and psychological factors that impede the enrollment of urban African American males into such programs. The phenomenological case examines social, cultural, and psychological ...


Can Curriculum-Based Measures And Teacher Ranking Predict End-Of-Year Achievement For Students Who Are Gifted Or High-Achieving?, Bruce Alan Ewing 2016 University of Tennessee - Knoxville

Can Curriculum-Based Measures And Teacher Ranking Predict End-Of-Year Achievement For Students Who Are Gifted Or High-Achieving?, Bruce Alan Ewing

Doctoral Dissertations

The lack of cohesion and oversight in federal and state laws that outline identifying and serving gifted/high ability students have been cited by researchers and practitioners as a hindrance in the development of programming designed to serve these populations (National Association for Gifted Children, 2014). Controversy over definitions of giftedness and the role of schools in identifying and serving gifted students indicate that policy and practice in gifted education are highly inconsistent. In partial response, researchers in gifted education have begun to call for the extension of the response-to-intervention (RTI) model to identify and serve gifted students, leading to ...


Underrepresentation Of Minorities In Gifted And Talented Programs: A Content Analysis Of Five District Program Plans, Jessica Stargardter 2016 University of Connecticut - Storrs

Underrepresentation Of Minorities In Gifted And Talented Programs: A Content Analysis Of Five District Program Plans, Jessica Stargardter

Honors Scholar Theses

Many educators and researchers recognize the issue of underrepresented minority groups in gifted and talented education programs. Since the landmark Supreme Court case Brown vs Board of Education in 1954, policies, laws, and standards have been attempting to establish equity in educational programs. This content analysis explores how select districts in the metropolitan region of Colorado align with the NAGC’s standard 2. The research showed that the majority of these districts followed NAGC’s standard 2, but the underrepresentation of minority groups within the metropolitan region of Colorado continued. National, state, and local districts need to do more to ...


01. Introduction To Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

01. Introduction To Leadership, Illinois Mathematics And Science Academy

CORE

In the first module, students are introduced to the Leadership Education and Development Program, classroom expectations, and the topics covered throughout. To assess students’ previous knowledge of leadership, they are asked to define the term as a classroom using their previous notions. Concepts such as passion and the power of one are discussed to build foundation and ignite enthusiasm. The definition of leadership, as provided by Dr. Peter G. Northouse, is given. Students will be introduced to the different elective programs offered within LEAD, and consider their preference. Ultimately, the module serves to spark curiosity, creativity, and passion for LEAD.


02. History Of Leadership I, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

02. History Of Leadership I, Illinois Mathematics And Science Academy

CORE

This module introduces the academic study of leadership and leadership theory, encouraging students to dissect leadership concepts through both objective and subjective lenses. Students discuss trait, skills, and behavioral approaches to leadership. Discovery should be organic for students. Over and above the mechanics of each approach, discussion should focus on the viability, applications, and implications of each theory/model.


03. History Of Leadership Ii, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

03. History Of Leadership Ii, Illinois Mathematics And Science Academy

CORE

This module continues to explain leadership theory and an academic view of leadership. It is a testament to understanding leadership in a simultaneously personal and removed sense. Students discuss contingency theories and transformational leadership. Again, discovery should be organic for students. Over and above the mechanics of each approach, discussion should focus on the viability, applications, and implications of each theory/model.


10. Culture And Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

10. Culture And Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of this module is to discover the interaction between cultural perspectives and leadership. A discussion of cultural competency brings awareness of stereotypes and their negative effects. Helping to form the foundation of our understanding of leadership in cultures around the world, the GLOBE studies effectively identifies common leadership traits within and between different cultures. This module’s content aims to mold culturally aware citizens that understand the consequences of their ideas and actions.

To meet the goal of this module, the terms nationality, national identity, ethnicity, race, heritage, culture, cultural identity, and ethnocentrism are defined. Students are encouraged ...


11. Gender And Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

11. Gender And Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of the Gender & Leadership module is for students to develop an understanding of the role gender plays in contemporary society and the relationship between gender and leadership. The objectives of this module are for students to be able to to define gender vernacular and differentiate between terms, dissect how gender roles were constructed, and identify the role of gender biases in leadership. To meet these objectives, case studies concerning the traditional feminine and masculine leadership roles are conducted to make students aware of their subconscious gender biases. Additionally, the terms sex, gender, gender expression, and gender fluidity are ...


12. Ethics And Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

12. Ethics And Leadership, Illinois Mathematics And Science Academy

CORE

In this module, students consider various ethical codes relevant in a position of leadership. By the end of the module, students will be able to differentiate between ethics and morals, examine how ethics and morals play a role in the decision making process, reframe their preconceptions of ethical decisions, and compare ethical and unethical paths to reach a certain goal. This module examines case studies of different ethical scenarios that challenge students to discuss different perspectives and develop their own opinions. Ethical and unethical leaders are also examined through historical and contemporary examples. Specifically, students look at the reasons behind ...


09. Leadership In Education, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

09. Leadership In Education, Illinois Mathematics And Science Academy

CORE

The purpose of this module is to explore the educational systems and models around the world. The module consists of comparisons between educational systems in the United States to the rest of the world. Furthermore, it explores the applications of leadership within an academic classroom environment. The module consists of fixed vs. growth theory, cultural relationships to education, and educational institutions existent in society.


08. History Of Leadership Iii, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

08. History Of Leadership Iii, Illinois Mathematics And Science Academy

CORE

The purpose of this module is to explore the academic view of the concept of leadership through leadership theories. This particular module focuses on identifying, differentiating, and analyzing various leadership concepts from a theoretical standpoint. The students will also explore the historical and social context of each of the leadership theories. The module focuses on the practical application of these theories.


07. Psychodynamics In Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

07. Psychodynamics In Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of the psychodynamics module is to define the concept of psychodynamics and explore the various psychological models and understand their relation to leadership. The module examines concepts such as conformity, consensus, and authority. The module looks into the implications of having or gaining authority through social experiments. Furthermore, the module explores the relationships between different psychological states.


06. Leadership In Social Movements, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

06. Leadership In Social Movements, Illinois Mathematics And Science Academy

CORE

This module, connecting leadership and social movements, teaches students the importance and impact of social movements in different scenarios. Looking at different case studies and going through a simulation of a social movement fosters the students' understanding of how a social movement works and grows. This module also introduces social movements as a way to ignite change and inspires students to look differently at the world around them.


05. Group Dynamics In Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

05. Group Dynamics In Leadership, Illinois Mathematics And Science Academy

CORE

This module explores the different aspects of group dynamics and how groups work. This is done through examining the roles formed, what affects group performance, and how groups interact through synergy and groupthink. This is done through interactive activities so that students can experience these concepts themselves.


04. Leadership Identity, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

04. Leadership Identity, Illinois Mathematics And Science Academy

CORE

This module acknowledges the idea that individuals as leaders have an identity that differentiates them from other leaders. It introduces different leadership styles as well as presents the necessity for different leaders within an organization to initiate an effective working environment and effective group dynamics. Additionally, students explore real life scenarios to apply the leadership content they have learned. Finally, they discuss the repercussions of sacrificing part or the whole of one's leadership identity.


Investigating An Intervention Used To Address Underachievement In Gifted And Non-Gifted High School Students: A Mixed Methodological Study, Melissa (Missy) C. Sullivan 2016 Old Dominion University

Investigating An Intervention Used To Address Underachievement In Gifted And Non-Gifted High School Students: A Mixed Methodological Study, Melissa (Missy) C. Sullivan

Teaching & Learning Theses & Dissertations

Recent concerns in the field of gifted education focus on students who are not performing at their ability level. These students can be classified as underachieving gifted students. In their research, Rubenstein, Siegle, Reis, McCoach, and Burton (2012) found that though gifted students are not typically considered at risk, there is a growing group of gifted students who are not motivated to learn, which is frustrating for parents, teachers, and counselors. Highly capable students are not being engaged in their classes which causes underachievement in these students (Kim, 2008). The purpose of this mixed methodological study will be to investigate ...


Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall 2016 Western Kentucky University

Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall

Dissertations

This study examined the influence of teacher practices on the engagement of African American males. Two teachers were selected for observation while teaching African American males. The teachers for this study were found to have a propensity to be culturally responsive and to exude some of those qualities while engaging the African American males. The observations were held in one high school with a high percentage of African American males. The observations, supported by field tested inventories, the Culturally Responsive Inventory Observation Protocol, and the Multicultural Education Awareness Survey, revealed that teachers with an understanding of inclusion and responsiveness (1 ...


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