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Full-Text Articles in Education
Gifted With Asperger's Syndrome (Twice-Exceptional): The Difference Post-Graduate Certifications Held Make On Early Childhood Teachers' Knowledge, Terry Wright
Doctoral Dissertations and Projects
Twice-exceptional students (Gifted with Asperger’s Syndrome) can be difficult for even the experienced teacher. Robust knowledge of Asperger’s Syndrome and Giftedness prepares teachers to meet the needs of these often-unidentified students. The purpose of this cross sectional survey design research was to study how post-graduate certifications held (dependent variable) affected early childhood teacher knowledge (independent variable) of Asperger’s Syndrome and Gifted/talented learner characteristics. From two large suburban school districts and small, private schools in Central Texas, 242 early childhood teachers (pre-k-second grade) participated in three online researcher created instruments entitled Teacher Knowledge of Asperger Characteristics, Teacher Knowledge of Gifted and …
Uninspired Or Disengaged? A Phenomenological Investigation Of Gifted Middle School Students On Probation, Shanna Baker
Uninspired Or Disengaged? A Phenomenological Investigation Of Gifted Middle School Students On Probation, Shanna Baker
Doctoral Dissertations and Projects
Since the implementation of No Child Left Behind in 2001 and high stakes testing, the focus in education has been on low-achieving students resulting in gifted learners being largely ignored. Gifted underachievers are often identified as bored or apathetic. Researchers are beginning to examine gifted students’ motivation and engagement, but there is a lack of research examining why gifted middle school students are uninspired to achieve. The purpose of this phenomenological study was to understand how gifted middle school students in a Georgia school district and their parents and teachers describe the lack of inspiration to achieve. Within the study, …