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Articles 1 - 5 of 5
Full-Text Articles in Education
“To Be Men, Not Destroyers”: Developing Dabrowskian Personalities In Ezra Pound’S The Cantos And Neil Gaiman’S American Gods, Michelle A. Nicholson
“To Be Men, Not Destroyers”: Developing Dabrowskian Personalities In Ezra Pound’S The Cantos And Neil Gaiman’S American Gods, Michelle A. Nicholson
University of New Orleans Theses and Dissertations
Kazimierz Dabrowski’s psychological theory of positive disintegration is a lesser known theory of personality development that offers an alternative critical perspective of literature. It provides a framework for the characterization of postmodern protagonists who move beyond heroic indoctrination to construct their own self-organized, autonomous identities. Ezra Pound’s The Cantos captures the speaker-poet’s extensive process of inner conflict, providing a unique opportunity to track the progress of the hero’s transformation into a personality, or a man. American Gods is a more fully realized portrayal of a character who undergoes the complete paradigmatic collapse of positive disintegration and deliberate self-derived self-revision …
Einstein Or Columbine: Impact Of School Environment On The Socioaffective Development Of Gifted And Talented Adolescents, Rebekah Granger-Ellis
Einstein Or Columbine: Impact Of School Environment On The Socioaffective Development Of Gifted And Talented Adolescents, Rebekah Granger-Ellis
University of New Orleans Theses and Dissertations
Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences …
Research Based Recommendation: Effective Parent Advocacy For Students Who Are Twice-Exceptional, Academically Gifted With Autism, Tara Kennedy
Senior Honors Theses
This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy looks the same across exceptionalities: producing the best educational experience …
Teachers' Perceptions Of Leadership In Young Children, Deborah Lee Fox
Teachers' Perceptions Of Leadership In Young Children, Deborah Lee Fox
University of New Orleans Theses and Dissertations
The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarcity of literature concerning children’s leadership, the results from this study contribute …
An Investigation Of The Combined Assessments Used As Entrance Criteria For A Gifted English Middle School Program, Colleen D. Lindsey Ph.D.
An Investigation Of The Combined Assessments Used As Entrance Criteria For A Gifted English Middle School Program, Colleen D. Lindsey Ph.D.
University of New Orleans Theses and Dissertations
The purpose of this study was to determine if the four assessments for entrance into an academic middle school gifted English program were accurately predicting success, as measured by students’ grades each nine-week grading period. Some students were dismissed from the program each year because they could not maintain the required minimum average of 80%. The four entrance assessments evaluated were the Cognitive Abilities Test (CogAT), Naglieri Nonverbal Ability Test (NNAT), STEP Writing test, and the Iowa Test of Basic Skills: Reading (ITBS). The sample consisted of 150 sixth, seventh, and eighth grade students studied longitudinally over the span of …