Education Commons^™

Standardizing Multi Cognitive Abilities Test Of Gifted College Students (Gcat), Yusra Aboud

Journal of the Arab American University مجلة الجامعة العربية الامريكية للبحوث

This study aimed to standardize and develop the multiple cognitive abilities tests of the gifted students in the university and to study its psychometric characteristics. To achieve the goal, the test was applied to a sample of 714 students; (male =264) and (female= 450); they were drawn from some theoretical and applied colleges, age ranged between 18-25 years. The results showed that the test had a strong factor analysis structure, with all items under the component factors; the test showed high consistency coefficients ranging from (0.69 to 0.89). The results also showed that the test achieved high correlation coefficients with …

The Relationship Between Social Comparison, Depression, And Interpersonal Orientation Among Normal, Gifted, And Disabled Female Students In Makkah Secondary Schools, Mariam Hameed Allahyani Dr

International Journal for Research in Education

The purpose of this study was to examine the relationship between social comparison, depression, and interpersonal orientation among normal, gifted and disabled female students in Makkah secondary schools. The study tools consisted of the Iowa-Netherlands Comparison Orientation Measure (INCOM), the translated version of Beck Depression Inventory (BDI-II), and the Interpersonal Orientation Scale. The study participants comprised 185 secondary female students: 109 normal students, 46 gifted students, and 30 students with special needs. The results showed a non-significant negative correlation between social comparison, depression, and interpersonal orientation among gifted students, while there was a significant correlation between depression and social comparison …

I Don’T Always Know What It Means For A Child To Be Gifted, Laura I. Hemond

M.S.Ed. in Educational Leadership Research Projects

Gifted education, or more specifically the gifted label, needs clarification. Labeling students as gifted leads to preconceived beliefs and ideas about students and their overall abilities. The purpose of this study was to acquire insight into how gifted students are perceived in order to better understand and meet the needs of gifted students. Through a qualitative approach, interviews were conducted with teachers and administrators regarding their perceptions surrounding the characteristics, identification process, and needs of gifted students. Results yielded consistencies and discrepancies in the perception of gifted education, ranging from student behaviors, identification of students, and perceived understanding of the …

The Difference Between Homogeneous Grouping And Heterogeneous Grouping In Gifted Students’ Reading Achievement, Amy E. London

Doctoral Dissertations and Projects

The educational focus of the United States is on ensuring that all students are proficient in the areas of reading and math. Most academically gifted and talented students are placed in heterogeneously grouped classrooms; thereby, ignoring the needs of these talented readers. This quantitative causal-comparative study sought to determine if a difference existed between the reading achievement growth of gifted elementary students who were homogeneously grouped for reading instruction as compared to gifted elementary students who were heterogeneously grouped for reading instruction with a sample size of 119 gifted elementary students in the State of Georgia. Additionally, it looked at …

High-Ability Middle School Girls In Independent Schools, Maria Arellano

Seton Hall University Dissertations and Theses (ETDs)

Research shows that middle school is a critical time for gifted girls. There is much research as to why and the ways in which girls’ intellectual ambitions significantly wane during the middle school years, but not much on how to combat the issue. Whatever studies have been conducted in the area of gifted and talented female learners has been largely done in the public sector. Given the unique culture and practice of independent schools existing research on this topic in public schools does not provide a clear view of how independent schools are catering to their most highly able female …

What’S In Your Gifted Education Online Teacher Professional Development? Incorporating Theory- And Practice-Based Elements Of Instructional Learning Design, Matthew J. Edinger

School of Professional and Continuing Studies Faculty Publications

This paper examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s (2017) PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers (N=184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, …

Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu

MERC Publications

Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the "gifted" label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five …

How Parents, Teachers, Psychologists, And Educational Environments Influence Developmental Transitions Of Preadolescent Twice-Exceptional Students, Karen B. Arnstein

Electronic Theses and Dissertations

The purpose of this collective case study was to examine the perceived developmental transitions of preadolescent, twice-exceptional students to understand both the supports and barriers from the perspective of parents, teachers, and psychologists. The case for this study, located in a western U.S. state, was a private school educating twice-exceptional students. The research questions guiding the study included the following: How do parents perceive growth in both academic and psychosocial development? How do educators perceive growth in both academic and psychosocial development? What are the supports that promote successful developmental transitions? What are the barriers that inhibit successful developmental transitions? …

Empathy And Understanding: The Impact Of Gifted Adults In The Field Of Gifted Education, Laura N. Boroughf

Electronic Theses and Dissertations

This study examines the perceptions of gifted adults, who are educators, in order to understand the empathy and advocacy that comes with a shared childhood experience. This is a qualitative study that used narratives to voice the experience of the gifted child through the memory of eight gifted adult educators. These memories, and reflections on identification, were told through interviews. Themes emerged related to empathy, advocacy, and cognitive dissonance, as well as imposter syndrome, career readiness, gifted minorities and the positives of gifted programming. Ultimately, it was found that gifted programming is overwhelmingly a positive experience and mirrors the statement …

Supporting The Affective Needs Of Gifted Readers: An Educational Criticism And Connoisseurship Study, Kimberly G. Freed

Electronic Theses and Dissertations

The purpose of this Educational Criticism and Connoisseurship Study was to analyze the perceptions of parents and teachers of reading supports and barriers on the affective development of gifted readers. The research questions that guided this study were: What do parents and teachers perceive as the most effective reading supports that promote the affective development of young gifted readers? What do parents and teachers perceive as the major barriers that hinder the affective development of elementary gifted readers? How can children’s literature be used to support or hinder the affective development of gifted readers? Participants of this study were parents …

Retaining Gifted Individuals For The Sustainability Of Rural Communities, Jessie B. Matthews

Electronic Theses and Dissertations

Retaining Gifted Individuals for the Sustainability of Rural Communities examined the supports and barriers to young gifted adults’ choices regarding living in rural communities. The narrative methodology revealed the perceptions of remote rural community members through single, face-to-face interviews to understand the challenges and opportunities young gifted individuals encounter. Through community member interviews, participants echoed sentiments indicating supports, barriers, and the power of place play a significant role in gifted individuals’ desire to remain in their local community. The findings suggested through celebrating place, engagement in the local community, and encouragement to solve local problems, gifted individuals will engage in …

Building Community In The Classroom For Culturally Linguistically Economically Diverse Gifted Learners, Michelle Elaine Norberto-Whipple

Electronic Theses and Dissertations

The purpose of this study was to explore the perceptions of active community building in a classroom with culturally linguistically economically diverse (CLED) gifted learners in a semirural school district who underachieve. The central research question was, how does actively building classroom community interact with CLED gifted learners who underachieve? The research questions were the following: What are educators’ perceptions of CLED gifted learners who underachieve? How do educators implement community-building in the classroom? What are parents’ perceptions of actively building community in the classroom with CLED gifted learners who underachieve? The four primary categories that emerged were (a) meeting …

Gifted Identification In Young, Historically Underrepresented Populations: A Phenomenological Study, Meryl A. Faulkner

Electronic Theses and Dissertations

The purpose of this phenomenological study was to examine the implications of the low numbers of identified gifted young, historically underrepresented students. The research questions that guided this study were: what are educators’ experiences of the gifted identification process of young, historically underrepresented students? What are parents’ experiences of the gifted identification process for their young, historically underrepresented child?

Participants were parents of a student from an underrepresented population (American Indian or Alaskan Native, Latinx, Black or African American, and Native Hawaiian or Other Pacific Islander) identified gifted in second grade or younger or educators who were involved in the …