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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

A comparative study of serial line and random questioning as approaches to developing inferential comprehension skills of gifted learners / Comparative study of serial line and random questioning

Burns, Bonita J. 03 June 2011 (has links)
The purpose of the study was to determine if a prepared serial or sequential line of teacher questioning, immediately following the reading of a narrative selection, is a more effective method of teaching to increase inferential comprehension skills of gifted learners that a random questioning method of teaching. The setting for the study was a magnet elementary school for gifted children in a midwest metropolitan area. Forty-nine gifted, fifth grade students were randomly selected for inclusion in the study to target differences in inferential comprehension mastery resultant to intervening questioning treatment.A norm referenced pre-test and post-test was utilized to determine the degree of effectiveness in assessing inferential comprehension skills in long term mastery learning. The null hypothesis was tested by using Analysis of Covariance. Weekly tests were used to assess short term mastery of inferential comprehension. The null hypothesis was tested by using Multiple Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Findings1. After a six week intervening treatment comparing the effects of a serial and random questioning line with gifted learners measured by pre and post-test instruments of a norm referenced test, non-significant gains were made by the experimental group attributable to the type or line of questioning utilized.2. There existed a difference between the groups over the individual tests measured. Gifted learners were affected in short term mastery of inferential comprehension skills as indicated in scores on three weekly five item tests.Conclusions1. There is no difference in inferential comprehension skill mastery between the control and experimental group after a six week serial questioning treatment as measured on the Comprehensive Test of Basic Skills, Form U, Level G, grade 5.2. There is a difference in inferential comprehension skill mastery between the control and experimental group as assessed during the six week treatment for a serial line of questioning of three day per week measurements.

The effects of the gifted program screening process on the self-concept and academic achievement of students

Barney, Mark. January 1900 (has links)
Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 106 p. Includes abstract. Includes bibliographical references (p. 65-76).

The neglected of the neglected of the neglected: a case study of gifted English learners in two Austin elementary schools

Villarreal, Bruno Joseph 28 August 2008 (has links)
Not available / text

A case study of a saturday program for gifted and talented students

Chan, Suet-kwan, Peggy., 陳雪荺. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education


Schiever, Shirley W. January 1986 (has links)
The defensibility of special classes and programs for gifted students is an issue with academic, social, and political ramifications. Critical components of programs for the gifted include the curriculum and service delivery model. This author examined the effect of two teaching/learning models, the Parnes Creative Problem Solving model and the Hilda Taba Teaching Strategies on the higher cognitive processes of gifted students in grades 5 through 8. Three service delivery models were included. The design of the study was the 3 x 3 x 2 analysis of variance with repeated measures on the last factor. The between subjects factors were experimental condition--Parnes, Taba, and Control--and service delivery model--Daily, One Day per Week, and Self-Contained. The within factor was the time of testing, the pre and posttest scores. Fourteen classes of gifted students in grades 5 through 8 were included: a total of 213 students took both the pretest and the posttest. The analysis of variance with repeated measures revealed two significant between subjects effects: interaction of treatment with service delivery model (p < .0001) and treatment effect (p < .02). The analysis of variance within factors indicated no significant effects (p < .05) except difference between the pretest and the posttest scores. Since the period of time between the pre and posttest was about seven months, this growth is expected and is not informative. Post hoc tests, using the Scheffe formula, showed significant (p < .10) differences in favor of both the Parnes and the Taba Daily groups when compared to the Control group, and a significant (p < .10) difference favoring the Taba Self-Contained when compared to the Taba One Day per Week group. The supporting data gathered indicated that three teachers did not implement their teaching/learning model effectively and two additional teachers used the model infrequently. The posttest cell means appear to be related not only to correct model implementation, but to frequency as well. Those cells with the highest frequencies of correct model use had the highest posttest mean scores. Therefore, it was concluded that process models offer a powerful method of teaching the higher cognitive processes to gifted students, but that such models must be used correctly and frequently.

The association of emotional intensity and high ability / / Emotional intensity and high ability.

Leung, Siu Yuk. January 1997 (has links)
This study was undertaken in an attempt to assess the Affect Intensity Measure (AIM) as a simpler alternative to the Overexcitability Questionnaire (OEQ) as a measure of emotional intensity in high ability young people. Participants were 30 young adolescents from grade 6 to grade 11 from the McGill Summer "Explorations" Program for the gifted, 75 undergraduate students and 46 doctoral students from various departments of McGill University. The Affect Intensity Measure was administrated to all three groups. There were no affect-intensity differences among the three groups of participants. Affect Intensity Measures particularly failed to distinguish gifted and nongifted groups. This result was inconsistent with previous studies using Overexcitability Questionnaire. There were gender differences but no age differences in affect intensity. The gender differences result was also inconsistent with the findings in several earlier studies using Overexcitability Questionnaire in which no gender differences in overexcitability were found among the gifted. Reasons why the AIM was not found to be an adequate substitute for the OEQ are explored, with the present samples, and possibly in general.

Metacognition and problem solving in gifted children

Dover, Arlene Caplan. January 1983 (has links)
No description available.

Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim / Gifted prefer to work alone?

French, Lisa Rebecca. January 2007 (has links)
The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are mixed and certainly not conclusive. Earlier studies disagree on whether those gifted children who claim a preference for working alone do so as a function of grade and maturational stage, sex, or personality characteristics commensurate with increasingly higher IQs. The current study re-examines this notion through the lens of motivation through social-constructivist theory. Two hundred and forty-seven American school-identified gifted, high achieving, and non-identified (i.e., non-gifted, regular education) students in grades 4 through 12 participated. The measure used in this study was a survey comprising items used in past learning style-related research, items adapted from a personality index and an interest profile, as well as locally-developed open-ended questions regarding preferred learning conditions, learning-related personality characteristics, and perceptions of support in their learning. Participants also had the opportunity to offer ideas about ideal learning situations, and their beliefs on why some children versus others might prefer to work alone. Finally, this study attempted to confirm the hypothesis that those gifted students who feel adequately supported by those in their environment will be less likely to indicate a preference for working alone, compared to those who do not feel supported. Although some indication of a preference of gifted students to work alone was present, this preference was not strong because it varied based on how the question was posed. Moreover, sex and grade-related differences were noted. Perhaps most interestingly, in support of the hypothesis of the study, those participants who reported feeling least supported by others reported the strongest preference to work alone. Implications of these findings on classroom curriculum, future career functioning, and mental health are discussed.

Language ability in children of high measured intelligence : an investigation of a small sample.

Watkinson, Jane Elizabeth. January 1981 (has links)
No abstract available. / Thesis (M.Ed.)-University of Natal, Durban, 1981.

An examination of shortened measures of intelligence in the assessment of giftedness

Horn, Jocelyn L. January 2006 (has links)
The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification.Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order.A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming. / Department of Educational Psychology

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