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Articles 1 - 8 of 8
Full-Text Articles in Gifted Education
Identifying Instructional Design Strategies In Differentiated Instruction In China: A Systematic Review, Haizhi Fu
Electronic Thesis and Dissertation Repository
Differentiated instruction (DI) is defined as an approach that allows teachers to strategically and proactively plan and vary curriculum design and delivery to address students’ individual needs and to create meaningful student experiences. Since China’s New Curriculum Reform in 2001, DI has been extensively employed to motivate teachers to be curriculum developers and researcher practitioners. Teachers were encouraged to develop a diverse curriculum by connecting students’ and teachers’ life experiences and prior knowledge to the course content. Despite this popularity, the DI practice has been met with great difficulties and challenges in China, and few studies have identified instructional design …
Re-Conceptualising How We Respond To Secondary Gifted Learners' Needs: A Critical Narrative And Ant Approach Investigating Programming And Placement Within Ontario's Current Public Education System, Melissa D. Gollan-Wills
Re-Conceptualising How We Respond To Secondary Gifted Learners' Needs: A Critical Narrative And Ant Approach Investigating Programming And Placement Within Ontario's Current Public Education System, Melissa D. Gollan-Wills
Electronic Thesis and Dissertation Repository
In spite of significant scholarly attention paid to the needs of intellectually Gifted students, programming and placement practices in publicly funded educational institutions in North America have remained stagnant in the 21st Century (Gallagher, 2015; see also Borders, Woodley, & Moore, 2014; Brown & Stambaugh, 2014; Gallagher, 2000). Critical disability theorists have made significant advancements toward more socially just systems of education for individuals with exceptionalities who have been stigmatized for their impairments by investigating the attitudinal, structural, and political barriers that create the disability of one’s impairment. This research was poised to address the same social injustice of inaccessibility …
Students' Perspectives On Educational Acceleration, Lynn Dare
Students' Perspectives On Educational Acceleration, Lynn Dare
Electronic Thesis and Dissertation Repository
This dissertation comprises three studies exploring Australian and Canadian students’ perspectives on grade-based acceleration. The first study involved Australian high-ability students, ages 9 to 14, in a two-phase group concept mapping exercise. First, I interviewed participants to hear their beliefs about grade-based acceleration. From the interview transcripts, I synthesized a list of 60 student-generated factors to consider when deciding on acceleration. Next, participants who had accelerated sorted the list of factors into groups, and rated the importance of each. I applied multi-dimensional scaling (MDS) and hierarchical cluster analysis (HCA) to the sorted data, and identified six key concepts including (a) …
Carrying On With Wayward Sons, Erika Simpson, Henrik Lagerlund
Carrying On With Wayward Sons, Erika Simpson, Henrik Lagerlund
Political Science Publications
With their brains not maturing until their mid-20s, it's time to use a different approach to life and learning with our young men.
Examining Gifted Students' Transition To University And Its Influence On Learning, Adrienne E. Sauder
Examining Gifted Students' Transition To University And Its Influence On Learning, Adrienne E. Sauder
Electronic Thesis and Dissertation Repository
This phenomenological study examined the first-year university transition experience of 39 gifted students and the impact of this transition on their beliefs, attitudes, and perceptions of learning through a multiple methods design via semi-structured individual interviews, focus groups, and survey instruments, specifically the Learning and Study Strategies Inventory and the College Survival and Success Scale. In addition, an autoethnographic component was incorporated in order to (a) frame the researcher’s bias, and (b) provide a means of eliciting analytic insights that connect personal experience to broader theoretical issues. The theoretical framework for this study incorporated three complementary theories, symbolic interactionism, role …
Using A Pearl Harvested Synonym Ring For The Creation Of A Digital Index On Giftedness, Nichole E. Mortimer
Using A Pearl Harvested Synonym Ring For The Creation Of A Digital Index On Giftedness, Nichole E. Mortimer
Electronic Thesis and Dissertation Repository
This thesis examined the use of a pearl harvested synonym ring in the creation of a digital index on the subject of giftedness, with the goal of better defining the available information in the field and facilitating information retrieval. The pearl harvested synonym ring was used in the retrieval of citations relating to giftedness in the ERIC database. A content analysis of these citations provided the list of topics that would form the basis of a digital index. When the topics retrieved using the pearl harvested synonym ring were compared to the indices of two textbooks on gifted education, they …
Enrichment Programming For Secondary School Gifted Students: A Narrative Inquiry, Melissa D. Gollan-Wills
Enrichment Programming For Secondary School Gifted Students: A Narrative Inquiry, Melissa D. Gollan-Wills
Electronic Thesis and Dissertation Repository
The current constructivist interpretive narrative inquiry study considered the ways in which recently implemented enrichment programming on a system level was experienced by gifted secondary school learners and designated gifted teachers or contacts at the secondary schools. Through an in-depth exploration of stories of experiences that gifted students told about enrichment programming, this study offered significant insight into the unique learning needs and challenges of gifted adolescents in today’s secondary classrooms. Methods included an initial demographic questionnaire followed by a maximal variation sample of 12 participants for the second phase of the study with follow-up focus groups. Focus group interview …
A Structured Conceptualization Of Reasons To Accelerate: Words From The Wise, Lynn Dare
A Structured Conceptualization Of Reasons To Accelerate: Words From The Wise, Lynn Dare
Electronic Thesis and Dissertation Repository
Existing research indicates that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is seldom practiced and little is known about how students perceive acceleration. This study provides a structured conceptualization of reasons why secondary students chose acceleration through concurrent enrollment. Participants who were concurrently enrolled at Western University while in their final year at high school completed a concept mapping exercise based on Trochim’s methodology. A seven cluster model provided the best graphical representation of reasons to choose concurrent enrollment. Key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting …