No description available.

No description available.

This research was undertaken to determine the effect that computer aided design (CAD) had on the spatial visualization abilities of selected gifted adolescents. The following hypotheses was tested: Subjects receiving instruction in CAD will show improvement in spatial visualization ability, as measured by the Revised Minnesota Paper Form Board (RMPFB) test. when compared to the subjects not receiving CAD instruction. The experimental group consisted of 20 students enrolled in the CAD course offered in the 1991 Virginia Governor's School of Technology. The control group consisted of 20 Governor's School students not enrolled in the CAD course. Both groups were pretested using the RMPFB test Form AA to measure entry level spatial visualization. A treatment consisting of three weeks of CAD instruction using CADKEY 3.5 was given to the experimental group. Following the treatment both groups were post tested using the RMPFB test Form BB to determine their existing level of spatial visualization ability. The nonequivalent control group design was used in this study since the experimental group was an intact group and therefore not randomly assigned. ANCOVA statistical analysis was used to determine if there was statistical significance of the post test scores. / Ph. D.

A comprehensive view of secondary learning disabilities programs is not available in the professional literature. Previous studies have been limited to certain program aspects and often to single states. Therefore, a more integrated investigation is needed into what high school LD teachers do; what their needs are; what teachers and supervisors consider important for their programs; and the impact of these variables on consultative practices. The purpose of this study was to provide a more complete picture of secondary LD programming by investigating LD teachers’ and program supervisors! perspectives on their programs. Surveys were used to gather descriptive data on program practices in seven states: Pennsylvania, Delaware, Maryland, Kentucky, Tennessee, Virginia, and West Virginia. Questionnaire items were based on summaries of open-ended interviews with teachers and supervisors in Virginia and information from the professional literature. Questionnaires were mailed to a random sample stratified by state and district size. Response rates for teachers and supervisors were 72.0% and 69.0% respectively. According to the findings of this study, content area instruction and basic skills remediation are the most frequent instructional emphases in these programs; time devoted to paperwork and non-teaching duties is excessive; and minimal time is devoted to consultation and program planning and development. These findings are consistent with research of the past ten years. However, teachers and supervisors in this sample seem to want more emphasis on learning strategies instruction and consultation and less on content instruction in their program. Lack of time and flexibility were identified as the greatest barriers to consultation. Both teachers and supervisors indicate a need for more comprehensive programming. However, differences in perceptions of what teachers' needs for assistance are, how to meet these needs, and teachers' lack of involvement in program planning and development may contribute to the static quality of these programs and prevent sufficient change in working conditions to accommodate teachers' and supervisors' priorities. Implications of findings for developing action plans in local school systems are discussed. / Ed. D.

The present study was concerned with career maturity of high school gifted students. The purpose of the study was to determine the relationship of participation in three different career education programs to the career maturity of gifted students. A secondary purpose of the study was to determine the relationship of selected variables (sex, age, grade, work experience, family income, leisure, and volunteer involvement). The three career programs in which the students participated were: The Alternative (internship), the Gifted (mentorship), and the Traditional. The Gifted and Alternative Career Programs provided classroom learning experiences and experiential activities which extended beyond the Traditional classroom approach and utilized the resources of the metropolitan community. The Traditional Career Program was taught in collaboration with the English and vocational classes within the school environment. Career decision-making skills, interviewing, assessment of career interest, resume writing, high school program planning, seminars, guest speakers, occupational research, and career fairs constituted the career experiences of students in the Traditional Career Program. The significance of the difference between the groups on the Career Maturity Inventory was determined by analysis of variance using the .05 level of significance. The location of existing differences were determined by the Duncan's Multiple Range Test. An analysis of the data revealed: (1) Gifted program respondents had higher attitude maturity than the Alternative and Traditional Program respondents; (2) Alternative and Traditional Program respondents know less about occupations and career decisions than those respondents in the Gifted Career Program; (3) No differences were found for sex and grade; (4) A difference with family income on total competence scores; and (5) The variables age, sex, grade, income could be viewed independently when the scores of the respondents were considered with program interaction. / Ed. D.

The purpose of the study is to study child differentiations in their relation to educational growth; to emphasize a greater need, on the part of today's teachers, for constant study of the atypical child in order to determine his developmental needs; to emphasize the importance and desirability of utilizing the talents of the highly endowed pupil; to consider current educational practices in their relation to the added capabilities of superior children; and to emphasize the importance of developing whatever desirable social qualities the mentally retarded child may possess.

The purpose of the study is to discover the maladjusted children in one first-grade classroom; to diagnose the behavior problems of the pupils by means of the case study procedure; to present methods of remedial treatment to eliminate the maladjustment; to set up a guidance program that will help individual maladjusted children adjust themselves; to provide information that will he useful to teachers in dealing with maladjusted children.

No description available.

No description available.

Little research has been conducted on the learning styles of very young children and on the planning of specific instructional strategies to incorporate those styles. This is especially true regarding the learning styles of gifted primary grade students. Incorporating learning style information into the curriculum for the gifted is a means of providing differentiated instruction to identified children. The purpose of this study was to determine whether first grade students identified as gifted display different learning style preferences and modality strengths from nongifted first grade students. Two instruments, the Learning Style Inventory: Primary (LSI:P) and the Swassing-Barbe Hodality Index (SBMI), were administered to two groups of first grade students, gifted and nongifted. The findings of this study indicated that first grade students identified as gifted differed from nongifted students on the following variables: mobility, perception, structure, and short term memory. The groups were similar on the following variables: intake, time, motivation, responsibility and persistence, and modality strength. The study also indicated no relationship between perceptual modality preference and strength for first grade students. / Ed. D.