Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 32, Fall 2013),
2013
Western Kentucky University
Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 32, Fall 2013), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
How To Lie With Statistics,
2013
Hope College
Gifted Education Teachers' Perceptions On Implementation Of Blueprints For Biography: Stem Starters,
2013
University of Arkansas Little Rock
Gifted Education Teachers' Perceptions On Implementation Of Blueprints For Biography: Stem Starters, Mary Christine Deitz
Theses and Dissertations
This qualitative research study investigated gifted education teachers' perceptions regarding the implementation of the Blueprints for Biography: STEM Starters Series curriculum guide materials with gifted and talented pull-out classes in Grades 3, 4, and 5. Specifically, this study focused on gifted education teachers' perceptions about gifted students' knowledge, skills and interests, gifted education teachers' understanding of teaching biography, their perceptions about implementing science-related curriculum, and gifted education teachers' perceptions about teaching with primary-source materials. One group consisting of four gifted and talented teachers from two small, rural school districts who taught 124 students in 12 gifted and talented pull-out programs …
Meeting The Needs Of Gifted Students By Providing Year-Long Professional Development On Differentiated Instruction,
2013
Western Kentucky University
Meeting The Needs Of Gifted Students By Providing Year-Long Professional Development On Differentiated Instruction, Barbara M. Rollins
Masters Theses & Specialist Projects
This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample time to integrate what they learned into their planning and instructional design. At the end of the study, teachers were given …
A Phenomenological Investigation Of Experience In Middle School Honors Math And Language Arts Courses And Student And Teacher Perceptions Of Preparedness For Similar High School Honors And Advanced Placement Courses,
2013
Liberty University
A Phenomenological Investigation Of Experience In Middle School Honors Math And Language Arts Courses And Student And Teacher Perceptions Of Preparedness For Similar High School Honors And Advanced Placement Courses, Melissa Butler
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to investigate student and teacher perceptions concerning the impact of honors middle school language arts and mathematics courses on preparedness for similar ninth through twelfth grade classes at a high school in northwest Georgia. The questions that guided the study focused on examining the perceptions of students and teachers who had experienced this phenomenon and their notions of the impact that participation in middle school honors mathematics and language arts courses had on preparedness for non-gifted students enrolled in similar accelerated high school courses. A transcendental phenomenological design was used to discover …
Creative Multi-Disciplinary Learning Incorporating Da Vinci-Style Thinking For Gifted Students,
2013
Central Washington University
Creative Multi-Disciplinary Learning Incorporating Da Vinci-Style Thinking For Gifted Students, Amelia Melissa Ferrell
All Graduate Projects
This project reviews the merits of interdisciplinary study with a focus on creative thinking, using the foundational knowledge of the life studies of Leonardo da Vinci to teach students concepts in math, science, art, and social studies. From these learnings, students will develop projects of interest that show their basic learning extended into creative student-developed projects.
Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 31, Summer 2013),
2013
Western Kentucky University
Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 31, Summer 2013), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Accommodating Accommodations: How A Small Liberal Arts College Certification Program Redefines The New Ell State Mandates,
2013
Gettysburg College
Accommodating Accommodations: How A Small Liberal Arts College Certification Program Redefines The New Ell State Mandates, Brent C. Talbot, Kaoru Miyazawa
Sunderman Conservatory of Music Faculty Publications
No abstract provided.
2013 Imsaloquium, Student Investigation Showcase,
2013
Illinois Math and Science Academy
2013 Imsaloquium, Student Investigation Showcase, Illinois Mathematics And Science Academy
IMSAloquium Event Booklets
"This year, we are proudly celebrating the twenty-fifth anniversary of IMSA’s Student Inquiry and Research (SIR) Program. Our first IMSAloquium, then called Presentation Day, was held in 1989 with only ten presentations; this year we are nearing two hundred."
Improv(Ing) Students: Teaching Improvisation To High School Students To Increase Creative And Critical Thinking,
2013
International Center for Studies in Creativity
Improv(Ing) Students: Teaching Improvisation To High School Students To Increase Creative And Critical Thinking, Beth D. Slazak
Creativity and Change Leadership Graduate Student Master's Projects
This project focuses on teaching High School students improvisational techniques to increase their creative and critical thinking skills. This covers tools of Creative Problem Solving, rules and concepts of improvisational theater, and affective thinking skills. The finished project includes lesson plans, a workbook, and a video that will assist students and educators in teaching these skills.
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building,
2013
University of Massachusetts Boston
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.
The Urban Scholars Program At University Of Massachusetts Boston,
2013
University of Massachusetts Boston
The Urban Scholars Program At University Of Massachusetts Boston, David Lemmel
Office of Community Partnerships Posters
Urban Scholars provides talented and gifted students—especially those from low income and minority backgrounds—with the resources to develop the skills and self-motivation needed to enter and successfully complete postsecondary education. The program accommodates 120 students, 75 students at the high school level and 45 at the middle school level.
Reaching The Next Stephen Hawking: Five Ways To Help Students With Disabilities In Advanced Placement Science Classes,
2013
Marshall University
Reaching The Next Stephen Hawking: Five Ways To Help Students With Disabilities In Advanced Placement Science Classes, Lori A. Howard, Elizabeth A. Potts, Ed Linz
Special Education Faculty Research
As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral), associated legal issues, and ways to adapt instruction to improve learning by all students in the class. This article offers examples of adjustments you may need to use in your class.
The Impact Of Demographics On 21st Century Education,
2013
CUNY City College
The Impact Of Demographics On 21st Century Education, Norman Eng
Publications and Research
Do all students need STEM education or should it be focused primarily on the mathematically and scientifically inclined? Here, demographics may hold the key to such questions from which a 21st century education model should be based on.
Gifted Learners And Mathematical Achievement: An Analysis Of Gifted Instructional Models,
2013
Liberty University
Gifted Learners And Mathematical Achievement: An Analysis Of Gifted Instructional Models, Lezley Anderson
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to examine whether differences exist in the mathematics achievement of fifth grade gifted students based on the instructional delivery model used for mathematics instruction, cluster or collaborative, as defined by the Georgia Department of Education. The content area of mathematics, an area susceptible to underachievement among gifted learners, was investigated using archival data from a sample of 67 participants from rural Southwest Georgia over three academic years. The STAR Math assessment and the Georgia Criterion-Referenced Competency Test (CRCT): Math assessments were used to measure overall mathematics achievement. The subscales on the CRCT were …
Using Problem-Based Learning To Explore Unseen Academic Potential,
2013
Engaged Education
Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher
Interdisciplinary Journal of Problem-Based Learning
One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen academic potential during the PBL units. This advanced academic potential group was compared with students identified as gifted using district criteria and the remaining sixth grade students. Measures included standardized achievement test scores, teacher ratings of students’ engagement in PBL, and independent ratings of students’ performance on specific PBL assignments. …
Finding The Gifted Child's Voice In The Public Elementary School Setting: A Phenomenological Exploration,
2013
Portland State University
Finding The Gifted Child's Voice In The Public Elementary School Setting: A Phenomenological Exploration, Keely S. Porter
Dissertations and Theses
Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, …
Self-Perceptions Of Gifted Achievers And Underachievers: A Phenomenological Study,
2013
Liberty University
Self-Perceptions Of Gifted Achievers And Underachievers: A Phenomenological Study, Anne Behrend
Doctoral Dissertations and Projects
Although much research exists on the academic benefits of ability grouping for highly gifted students, and considerable numbers of studies are reported in the literature concerning the emotional and social adjustment of these talented students, there is a lack of information on the reasons for the distinct disparity in the levels of achievement attained by members of this group. This study investigated, from the perceptions of the students themselves, what school factors make the difference in their motivation to succeed. The researcher examined the academic and later careers of seven gifted young people, and interviewed three of their teachers as …
Girly Girls, Tomboys, Athletes And Nerds: A Phenomenological Study Of Social Context In The Specialised School Environment,
2013
University of Notre Dame Australia
Girly Girls, Tomboys, Athletes And Nerds: A Phenomenological Study Of Social Context In The Specialised School Environment, Katrina Eddles-Hirsch
Education Papers and Journal Articles
This study uses a phenomenological framework to discover from elementary aged gifted girls and boys themselves whether they experienced the social context of their specialized school differently. The gender identities of the three schools in this study were found to play an important role in the creation of a positive or negative social context, which ultimately impacted the talent development process. A review of the research literature found that while there has been research carried out in this area at the secondary school level, not much is known about the impact of social context in the specialised school environment at …
Nchc Monographs & Journals,
2013
University of Nebraska - Lincoln
Nchc Monographs & Journals
Journal of the National Collegiate Honors Council Online Archive
Assessing and Evaluating Honors Programs and Honors Colleges: A Practical Handbook by Rosalie Otero and Robert Spurrier (2005, 98pp). This monograph includes an overview of assessment and evaluation practices and strategies. It explores the process for conducting self-studies and discusses the differences between using consultants and external reviewers. It provides a guide to conducting external reviews along with information about how to become an NCHC-Recommended Site Visitor. A dozen appendices provide examples of “best practices.”
