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- Gifted students (21)
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- Gifted Studies Publications (53)
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Articles 1 - 30 of 80
Full-Text Articles in Education
The Challenge: Magazine For The Center For Gifted Studies (No. 55, Fall 2023), Elizabeth Joyce Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 55, Fall 2023), Elizabeth Joyce Editor
Gifted Studies Publications
Magazine created by and about the WKU Center for Gifted Studies.
The Challenge: Magazine For The Center For Gifted Studies (No. 54, Summer 2023), Elizabeth Joyce Editor, Western Kentucky University
The Challenge: Magazine For The Center For Gifted Studies (No. 54, Summer 2023), Elizabeth Joyce Editor, Western Kentucky University
Gifted Studies Publications
Magazine created by and about the WKU Center for Gifted Studies.
The Challenge: Magazine For The Center For Gifted Studies (No. 53, Fall 2022), Western Kentucky University, Elizabeth Joyce Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 53, Fall 2022), Western Kentucky University, Elizabeth Joyce Editor
Gifted Studies Publications
Magazine created by and about the WKU Center for Gifted Studies.
The Challenge: Magazine For The Center For Gifted Studies (No. 52, Spring 2022), Western Kentucky University, Elizabeth Joyce Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 52, Spring 2022), Western Kentucky University, Elizabeth Joyce Editor
Gifted Studies Publications
Magazine created by and about the WKU Center for Gifted Studies.
The Challenge: Magazine For The Center For Gifted Studies (No. 51, Fall 2021), Center For Gifted Studies, Tracy Inman, Editor, Erika Solberg, Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 51, Fall 2021), Center For Gifted Studies, Tracy Inman, Editor, Erika Solberg, Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 50, Winter 2021), Center For Gifted Studies, Tracy Inman, Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 50, Winter 2021), Center For Gifted Studies, Tracy Inman, Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 48, Winter 2020), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 48, Winter 2020), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
The Challenge Of Integrating Social Justice Content; Making The Abstract Concrete, Simon Funge, Rashida Crutchfield, Lisa Jennings
The Challenge Of Integrating Social Justice Content; Making The Abstract Concrete, Simon Funge, Rashida Crutchfield, Lisa Jennings
Social Work Faculty Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 43, Fall 2017), Center For Gifted Studies, Tracy Inman, Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 43, Fall 2017), Center For Gifted Studies, Tracy Inman, Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 42, Summer 2017), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 42, Summer 2017), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 41, Winter 2017), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 41, Winter 2017), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 40, Fall 2016), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 40, Fall 2016), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Gatton Academy Study Abroad Program Effects On Perceptions Of Community Belongingness And Personal Growth And Development, Derick Brandon Strode
Gatton Academy Study Abroad Program Effects On Perceptions Of Community Belongingness And Personal Growth And Development, Derick Brandon Strode
Dissertations
This dissertation’s focus is at the intersection of study abroad, impact assessment, and a population of gifted and talented students at a specialized, residential high school called The Gatton Academy. A summative impact evaluation was conducted to assess effects of Gatton Academy study abroad programs on student participants’ perceptions of peer belongingness, mentor belongingness, and personal growth and development, as well as to compare differences among three different program models being employed by the school. The three program models studied included a Non-Credit program, a Faculty-led Field-Study, and a Faculty-led Traditional program. The research was conducted amidst documented calls for …
Outcomes Of Speech And Language Pilot Program For International Students, Kelly Fussman
Outcomes Of Speech And Language Pilot Program For International Students, Kelly Fussman
Mahurin Honors College Capstone Experience/Thesis Projects
Universities in the United States host a substantial number of international students every academic year. As of the 2015-2016 academic year, Western Kentucky University, located in south-central Kentucky, alone hosts over 1,400 international students. These students often face a number of challenges upon arrival in the United States, especially when it comes to language and cultural differences. A considerable body of research indicates that international students’ educational performance and outcomes are significantly impacted by their cultural identities, psychological and sociocultural experiences, and attitudes in relation to English-speaking societies. Many international students attribute academic and social difficulties to a lack of …
The Challenge: Magazine For The Center For Gifted Studies (No. 39, Spring 2016), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 39, Spring 2016), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall
Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall
Dissertations
This study examined the influence of teacher practices on the engagement of African American males. Two teachers were selected for observation while teaching African American males. The teachers for this study were found to have a propensity to be culturally responsive and to exude some of those qualities while engaging the African American males. The observations were held in one high school with a high percentage of African American males. The observations, supported by field tested inventories, the Culturally Responsive Inventory Observation Protocol, and the Multicultural Education Awareness Survey, revealed that teachers with an understanding of inclusion and responsiveness (1) …
The Challenge: Magazine For The Center For Gifted Studies (No. 38, Winter 2016), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 38, Winter 2016), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 37, Summer 2015), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 37, Summer 2015), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
A Descriptive Study Of The Formation And Structure Of Behavioral Intervention Teams At Colleges And Universities, Alicia C. Golston
A Descriptive Study Of The Formation And Structure Of Behavioral Intervention Teams At Colleges And Universities, Alicia C. Golston
Dissertations
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 36, Spring 2015), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 36, Spring 2015), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Perceptions Of Urban High School Teachers Transitioning From Traditional Instruction To Blended Learning, Michael Wayne Hamilton
Perceptions Of Urban High School Teachers Transitioning From Traditional Instruction To Blended Learning, Michael Wayne Hamilton
Dissertations
Increasing demands for technology integration at the K-12 level have led school districts to explore blended learning as an option for sustaining productive instructional strategies while increasing technology integration in the classroom. Furthermore, Disruptive Innovation Theory (Christensen, 1997) offers insights as to the potential impact of blended learning on the field of education. This phenomenological study attempted to capture the lived experiences of urban high school teachers who were transitioning to a blended learning instructional strategy. In addition, this study utilized the Stages of Concern (SoC) component of the Concerns Based Adoption Model (CBAM) to isolate the phenomenon and provide …
Cebs Magazine: The College Of Education And Behavioral Sciences At Wku, Fall 2014, Charles S. Evans, Dean, Pam Pierce, Editor-In-Chief
Cebs Magazine: The College Of Education And Behavioral Sciences At Wku, Fall 2014, Charles S. Evans, Dean, Pam Pierce, Editor-In-Chief
College of Education and Behavioral Sciences Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 35, Fall 2014), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 35, Fall 2014), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Cebs Magazine, The College Of Education And Behavioral Sciences At Wku, Spring 2014, Charles S. Evans, Dean, Pam Pierce, Editor-In-Chief
Cebs Magazine, The College Of Education And Behavioral Sciences At Wku, Spring 2014, Charles S. Evans, Dean, Pam Pierce, Editor-In-Chief
College of Education and Behavioral Sciences Publications
No abstract provided.
The Challenge: Magazine For The Center For Gifted Studies (No. 34, Spring 2014), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 34, Spring 2014), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.