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Full-Text Articles in Education

A View From Within: University Honors Programs And African American Women At A Predominantly White Institution, Janell Lindsey Jan 2019

A View From Within: University Honors Programs And African American Women At A Predominantly White Institution, Janell Lindsey

Electronic Theses and Dissertations

American higher education undergraduate honors programs are respected for the work they do to encourage college students to push themselves towards achievement in learning during their time earning an undergraduate degree. The social movements of the mid-20th century forced open the doors of predominantly white institutions (PWIs) to African American students. Since that time, the number of African American students attending PWIs has increased; however, the research that focused on African American women in higher education, and more specifically honors programs, has not been a significant topic of study. The findings indicate that being the only female person of color ...


Underachievement Of Creatively Gifted High School Students, Jennie M. Mizrahi Jan 2018

Underachievement Of Creatively Gifted High School Students, Jennie M. Mizrahi

Teaching and Learning Sciences: Doctoral Research Projects

Underachievement is a pervasive problem for gifted students, and creatively gifted students may be at greater risk for underachievement due to personality traits, lack of challenge in strength areas, a mismatch between school environment and student needs, low status associated with creative achievements and behaviors in the school system, and other factors. This study focused on six creatively gifted, underachieving high school students from an urban-cluster area in the western United States. A hermeneutic phenomenological approach was used to gather data in the form of interviews with underachieving, creatively gifted students, their parents, and teachers; observation of classrooms; and creative ...


Examining Social Emotional Learning For Gifted Students, Lisa D. B. Turner Jan 2018

Examining Social Emotional Learning For Gifted Students, Lisa D. B. Turner

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this intrinsic qualitative study was to investigate the use of universal social emotional learning (SEL) curricula as a primary means for supporting the social and emotional developmental needs of gifted students in a large school district in the western U.S. The District, or case for this study, was not using any specific systemic social and emotional programming for their identified gifted learners. Through a constructivist social cognitive theoretical lens, the efficacy of universal curricula for gifted learners was explored. The increasing use of SEL in school reform efforts to improve academic success has provided much research ...


Curiosity And Gifted Identification: A Mixed Methods Study, Cameron Hays Jan 2018

Curiosity And Gifted Identification: A Mixed Methods Study, Cameron Hays

Electronic Theses and Dissertations

This dissertation was designed to explore the link between epistemic curiosity and giftedness, in order to provide an additional potentially non-biased assessment to contribute to gifted identification "body of evidence" files for underrepresented and underserved populations. Students of color and students of lower socio-economic status are less likely to be placed into gifted and talented enrichment programs (Donovan & Cross, 2002). If a significant relationship is found between high curiosity and students who benefit from gifted education, psychometric instruments used for measuring curiosity could be invaluable in placing students in appropriate educational environments.

The study used a mixed methods design to ...


Perspectives In Gifted Education: Influences And Impacts Of The Education Doctorate On Gifted Education, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma L. Hafenstein, Jill Alexa Perry, Kristina A. Hesbol, Stephen H. Chou, Rachel Taylor, Mary Albertoni Oct 2017

Perspectives In Gifted Education: Influences And Impacts Of The Education Doctorate On Gifted Education, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma L. Hafenstein, Jill Alexa Perry, Kristina A. Hesbol, Stephen H. Chou, Rachel Taylor, Mary Albertoni

Perspectives in Gifted Education

Perspectives in Gifted Education is a monograph series published through the University of Denver, first by the Institute for the Development of Gifted Education and now, through the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. Volume 1 was focused on Young Gifted Children, Twice-Exceptional Children was the topic of Volume 2 and Complexities of Emotional Development, Spirituality and Hope, the topic of Volume 3. Volume 4 was organized around the issues of Diverse Gifted Learners and Creativity the focus on Volume 5. Now, this monograph, Volume 6, is centered on Influences and Impacts of the Education ...


Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration, Robin M. Greene Jun 2017

Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration, Robin M. Greene

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning?

This study focused on an elementary school within Colorado. Seventeen ...


A Description Of Early Access In Colorado, Ruthi Manning-Freeman Jan 2017

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

Teaching and Learning Sciences: 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 Jan 2017

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

Teaching and Learning Sciences: 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 ...


Exploring The Lives Of Gifted Women, Christine Ann Winterbrook Jan 2017

Exploring The Lives Of Gifted Women, Christine Ann Winterbrook

Teaching and Learning Sciences: 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 ...


Collaborative Conversations With Parents And Caregivers Of Black Gifted Students, Rebecca A. Mckinney Jan 2017

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

Teaching and Learning Sciences: 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 ...


Seeing The Unseen: An Educational Criticism Of A Gifted School, Kate A. Bachtel Jan 2017

Seeing The Unseen: An Educational Criticism Of A Gifted School, Kate A. Bachtel

Teaching and Learning Sciences: Doctoral Research Projects

There is systemic oppression of gifted children in many traditional school models resulting in disenfranchisement (Chu & Myers, 2015; Delisle, 2014). Yet, how can teachers be responsive to aspects of student development that they cannot see or do not understand? All students deserve instruction responsive to their unique strengths and needs, inclusive of gifted students. This study explores the aspirations and practices of a school designed to empower diverse gifted children. The selected school site is located in an urban area in the western United States and has been serving gifted students with a creative approach for more than 25 years. Currently the ...


Uncovering The Gifts In English Language Learners, Sheri J. Collier Jan 2017

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

Teaching and Learning Sciences: 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 ...


The Limitations On Colorado School Districts Adoption Of An Early Access Addendum Process, Lindsey Reinert Jan 2017

The Limitations On Colorado School Districts Adoption Of An Early Access Addendum Process, Lindsey Reinert

Teaching and Learning Sciences: Doctoral Research Projects

Colorado House Bill 08-1021: Early Access is legislation that is an optional based policy for school districts in the state of Colorado to choose to implement. The basic parameters within this state legislation is identified highly gifted students defined as academically gifted, socially and emotionally mature, who are in the top 3% of the gifted peer group, motivated to learn, ready for advanced placement, and have exhausted the resources of preschool or home schooling. Colorado House Bill 08-1021: Early Access passed in 2008, but as of 2017 only 42% of school districts had a process registered with the state department ...


The Impacts Of Principals' Knowledge And Advocacy On Gifted Programming In Site-Based Districts, Colleen E. Urlik Jan 2017

The Impacts Of Principals' Knowledge And Advocacy On Gifted Programming In Site-Based Districts, Colleen E. Urlik

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this study was to explore the impact of elementary principals’ knowledge-base and advocacy on gifted and talented (GT) programming within their school in a site-based district. This study sought to understand principals’ knowledge-base, acquisition of knowledge, and advocacy behaviors in an effort to support principals in the future to better understand and support GT programming within their schools. The research questions which guided this study were: How does the knowledge-base of a principal impact gifted and talented programming within his or her school? How does the advocacy behaviors of a principal impact gifted and talented programming within ...


Affective Learning Opportunities For Gifted Adolescents, Jessica Anne Howard Jan 2017

Affective Learning Opportunities For Gifted Adolescents, Jessica Anne Howard

Teaching and Learning Sciences: Doctoral Research Projects

The importance of teaching children and adolescents about affective content has recently become more of a priority in the realm of education, especially when working with gifted learners. The Colorado Department of Education requires that students on Advanced Learning Plans (ALPs) write an annual academic and affective goal. The problem of practice guiding this research is the lack of services and support for gifted adolescents to achieve healthy affective development and to write affective goals. It appears that opportunities for students, especially secondary students, to learn about affective content are limited. This multiple case study examined factors contributing to gifted ...


Greatest Potential, Greatest Need: Soaring Beyond Expectations, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Lu Hafenstein, Ellen Honeck, Allison Tung Oct 2011

Greatest Potential, Greatest Need: Soaring Beyond Expectations, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Lu Hafenstein, Ellen Honeck, Allison Tung

Perspectives in Gifted Education

As an introduction, this article provides context for consideration of a special population of gifted children, the highly gifted. Justification for specialized service for this population, recommendations regarding various content area applications, and rationales for these students' need to find a place of belonging are examined and discussed. Special considerations are given to the interactions between cognitive levels and affective intensities. The core materials for this volume originated with selected presentations from "Greatest Potential, Greatest Need: Soaring Beyond Expectations- a Conference on Highly Gifted Children" hosted by the Institute for the Development of Gifted Education, Morgridge College of Education, University ...


Perspectives In Gifted Education: Creativity, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Kim Haines, Bonnie Cramond Oct 2009

Perspectives In Gifted Education: Creativity, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Kim Haines, Bonnie Cramond

Perspectives in Gifted Education

This is the fifth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver, and it has been graciously funded by the Lynde and Harry Bradley foundation. The first monograph contained different perspectives on the growth and development of young gifted children while the second addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality and spiritual and character development of gifted children; the fourth explored giftedness in a variety of diverse, under-represented ...


Perspectives In Gifted Education: Diverse Gifted Learners, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Jamie A. Castellano Apr 2009

Perspectives In Gifted Education: Diverse Gifted Learners, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Jamie A. Castellano

Perspectives in Gifted Education

This is the fourth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality, spiritual, and character development of gifted children.


Perspectives In Gifted Education: Complexities Of Emotional Development, Spirituality And Hope, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver Oct 2005

Perspectives In Gifted Education: Complexities Of Emotional Development, Spirituality And Hope, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver

Perspectives in Gifted Education

This is the third in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional: those who are gifted and have some type of disabling condition.

This monograph is focused on the personality, spiritual and character development of gifted children, including the process of instilling hope and resilience in this special population. The authors explore the development of ...


Perspectives In Gifted Education: Twice-Exceptional Children, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Frank Rainey, Susan Baum Oct 2000

Perspectives In Gifted Education: Twice-Exceptional Children, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Hafenstein, Frank Rainey, Susan Baum

Perspectives in Gifted Education

This is the second in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. This monograph addresses the characteristics and needs of twice-exceptional students. These are students who are both gifted and have some type of disabling condition. These students constitute a major group of underserved gifted children as their gifts often mask their disabilities, or their disabilities mask their gifts.


Perspectives In Gifted Education: Young Gifted Children, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Lou Hafenstein, Brooke Walker, Nancy B. Hertzog, Nancy M. Robinson Oct 1999

Perspectives In Gifted Education: Young Gifted Children, Institute For The Development Of Gifted Education, Ricks Center For Gifted Children, University Of Denver, Norma Lou Hafenstein, Brooke Walker, Nancy B. Hertzog, Nancy M. Robinson

Perspectives in Gifted Education

This is the first in a series of monographs, Perspectives in Gifted Education, funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at Ricks Center for Gifted Children at the University of Denver.

In Perspectives in Gifted Education, we hope to provide information related to areas and groups not of traditional focus in the field. The population of young gifted children and the twice exceptional will be our topics for the first two issues respectively. We invite you to share in this beginning and encourage you to send us your comments, questions ...