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Theses/Dissertations

2011

Gifted Education

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Full-Text Articles in Education

Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children, Taylor Kaine Pelchar Dec 2011

Bullying, Victimization, Associated Distress & Transition Among Intellectually Gifted Children, Taylor Kaine Pelchar

Doctoral Dissertations

This cross-sectional study examined the prevalence of bullying and victimization among children identified as gifted who are in the last grade of elementary school (4th grade) and first two grades of middle school (5th and 6th grades). Additionally, I investigated if the children experienced distress associated with bullying and victimization and if the distress varied systematically across the three grades. The study took place at one elementary school and two middle schools located in Tennessee. There were a total of 35 participants [4th grade (n = 15), 5th grade (n = 13), and 6th grade (n =7)]. The results indicated …

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Comparative Analysis Of Factors Related To College Selection By High Academic Ability Students Attending Mississippi's Public Community Colleges In 2003 And 2011, Randall Eugene Lee Dec 2011

Comparative Analysis Of Factors Related To College Selection By High Academic Ability Students Attending Mississippi's Public Community Colleges In 2003 And 2011, Randall Eugene Lee

Dissertations

Studies have been conducted about high academic ability students in postsecondary institutions, but rarely has research explored the college choice factors involving high academic ability students who chose to attend a community college. The purpose of this study was to determine the factors related to why high academic ability students chose to attend Mississippi public community colleges. The study also examined the differences in perception of college choice factors among students according to the variables of age, gender, race, full-time or part-time enrollment status, attendance for first-generation students to college, if one or both parents or legal guardians attended the …

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Mathematically Gifted Students' Experiences Of Challenge With Cognitively Guided Instruction, Kim Krusen Mccomas Dec 2011

Mathematically Gifted Students' Experiences Of Challenge With Cognitively Guided Instruction, Kim Krusen Mccomas

Graduate Theses and Dissertations

This study examined to what extent and in what ways mathematically gifted students were challenged in two elementary classrooms taught by exemplary teachers using the principles of Cognitively Guided Instruction (CGI). The two case studies included a third grade class and a fourth/fifth split grade class, with five mathematically advanced participants from each grade. A top tier and a second tier of mathematically advanced students were identified, with the top tier of five students identified as mathematically gifted. Classroom observations of CGI math lessons, interviews with students and teachers, and analysis of students' problem-solving strategies were conducted over a five …

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Relationship Of Teacher Training Levels To Teacher Referrals For Twice Exceptional Students, Robin A. Jones Jan 2011

Relationship Of Teacher Training Levels To Teacher Referrals For Twice Exceptional Students, Robin A. Jones

Walden Dissertations and Doctoral Studies

Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no …

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A Phenomenological Exploration Of Teacher Training Regarding Academically Advanced/High-Ability Students, Carrie Olstad Sueker Jan 2011

A Phenomenological Exploration Of Teacher Training Regarding Academically Advanced/High-Ability Students, Carrie Olstad Sueker

Walden Dissertations and Doctoral Studies

The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program. The purpose of this qualitative, phenomenological research study was to explore the lived experiences of 15 K-8 teachers in the identified school district via individual interviews. The National Association for Gifted Children's knowledge and skill standards in gifted and talented education served as the conceptual framework …

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Advanced Learner Perceptions Of Psychological Well-Being And School Satisfaction In Two Educational Settings, Janice C. Robertson Jan 2011

Advanced Learner Perceptions Of Psychological Well-Being And School Satisfaction In Two Educational Settings, Janice C. Robertson

Dissertations, Theses, and Masters Projects

The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.;Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions ( p > .01), as measured by the Piers-Harris Children's Self-Concept Scale -- Second Edition (Piers- Harris 2). However, frequent worry, nervousness, and feelings of differentness were revealed …

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An Examination Of Attitudes And Actions Of Regular Classroom And Gifted Teachers Toward Differentiating For Gifted Learners Involved In A Pullout Gifted Program, Melissa Nicole Logan Jan 2011

An Examination Of Attitudes And Actions Of Regular Classroom And Gifted Teachers Toward Differentiating For Gifted Learners Involved In A Pullout Gifted Program, Melissa Nicole Logan

Electronic Theses and Dissertations

Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to be tailored to boost the higher-level achievers and balance the gaps. This study examined the attitudes and actions of regular and gifted teachers toward differentiating instruction for gifted learners to find out: (a) the types of differentiated instruction regular classroom teachers use for gifted learners, (b) the differences in gifted teachers' lesson plans from regular teachers' lesson plans, (c) the evidence in lesson plans that demonstrate differentiated instruction, and (d) …

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Teacher Instructional Practices Designed To Meet The Individual Learning Needs Of Mathematically Gifted/Talented Students In Middle School Algebra I, Virginia Caine Tonneson Jan 2011

Teacher Instructional Practices Designed To Meet The Individual Learning Needs Of Mathematically Gifted/Talented Students In Middle School Algebra I, Virginia Caine Tonneson

Dissertations, Theses, and Masters Projects

No abstract provided.

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School Administrators And The Professional Learning Of General Education Teachers Related To Gifted Education: A Delphi Study, Lenore Cortina Jan 2011

School Administrators And The Professional Learning Of General Education Teachers Related To Gifted Education: A Delphi Study, Lenore Cortina

Seton Hall University Dissertations and Theses (ETDs)

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Looking Smart Is Not The Ultimate Goal: An Examination Of A Gifted And Talented Science Program, Kym S. Tan Jan 2011

Looking Smart Is Not The Ultimate Goal: An Examination Of A Gifted And Talented Science Program, Kym S. Tan

Theses: Doctorates and Masters

At Metropolitan High School (MHS) a gifted and talented science program (GTSP) operates to meet the educational needs of exceptional students. Academic achievement is dependent on many factors including cognitive ability, goal orientation, selfregulation of learning and self-efficacy. Few studies have attempted to investigate the significance of each of these in special populations particularly in the academic field of science. The literature indicates that educational programs should be subject to evaluation, yet such evaluation is not routinely carried out. In a balanced teaching system, components such as curriculum, teaching methods, assessment procedures and classroom environment are aligned so that they …

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