When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989

This investigation determines the extent to which Vocational Guidance for junior secondary gifted pupils is effectively administered in the Transvaal. Authoratative literature on Vocational Guidance for the gifted child serves as theoretical background. The characteristics, needs and developmental possibilities of the gifted child are investigated in terms of a vocational guidance programme. The function of the home, school and "world of work" regarding the gifted child's vocational education and guidance are considered. The emphasis, however, is placed on the role of the school, and in particular the role of the Head of Department: Educational Guidance; subject teachers and the Educational Advisor: Vocational matters. In the empirical investigation, a questionnaire was completed by Heads of Department: Educational Guidance, in a number of Afrikaans-medium and double-medium Secondary Schools. The SAS computer programme is applied to determine the average of the responses for each question. The results of the investigation indicate that certain aspects of the existing Vocational Guidance programme are effective. There are however, a number of areas what deserve more attention, and possibly need to be revised. For the Vocational Guidance programme to be really effective, the existing programme needs to be implemented maximally, while comprehensive involvement of a committed teaching staff is essential. It is important to consider the latest developments regarding the vocational education of the gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

In a previous study by our research group, parents and teachers of gifted children disagreed about the importance of group work in the inquiry-based classroom, with parents rating group work as less important than did teachers (Syer & Shore, 2001). The purpose of the present study was to attempt to understand this difference of opinion. Parents (n = 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children responded to a researcher-designed telephone interview. Teachers perceived parents as competitive and grade-oriented. Parents themselves, however, reported that their opinions of group work were based on their children's negative experiences. Teachers reported that their opinions were affected by their pedagogical knowledge regarding group work. Although parents' and teachers' opinions differed, they were aware of each other's point of view.

Thesis (Ed. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 207-219). / Microfiche. / xiii, 291 leaves, bound 29 cm

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 160-174) / Microfiche. / xi, 174 leaves, bound ill. 29 cm

This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives. Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life. Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas. Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition. Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.

The study explored the influence of environmental catalysts, upon the provision of field specific opportunities for learning, training, and practice, for a sample population of musically involved young Australians. The findings enhance understandings of the conditions in which children's musical aptitudes are developed. Research bases in the fields of gifted education and music education were employed to support the investigation. Components of Gagn??'s Differentiated Model of Giftedness and Talent (1995a) provided the theoretical framework for this investigation. Two survey questionnaires, completed by Australian parents (N = 194 and N = 182 respectively), sought information pertaining to the subject child's musical involvements and undertakings. Some details of the musical interests and involvements of the child's parents and siblings were also obtained. Quantitative and qualitative data contribute to an extensive profile of the types of music programs and provisions which support the normative and expert development of Australian children's musical behaviours. Parents' musical interests and involvements appear to have strongly influenced the choice of home-based recreational pursuits for their children. The convincingly articulated, positive, field specific views espoused by Australian parents appear to have been translated into the provision of multiple, simultaneous opportunities for their children to engage with musical undertakings. Notable amongst the data are the structured involvements of young musicians with music composition engagements. The data also indicate that many of the sample of Australian children received high levels of support and encouragement for musical undertakings from parents who were themselves musically interested and knowledgeable. Parental involvements with their children's music lesson and practice related engagements, were found to be characterised by features of deliberate practice. The home-based environments of young Australian musicians were found to be characterised by opportunities for exposure to rigorous and challenging musical engagements, undertaken at an optimally early age, thereby enhancing normative musical development. Such engagements provided the necessary foundation for expert levels of musical skill acquisition. An ascending progression of musical skill development was demonstrated to correspond to increasing age further reinforcing the developmental perspective on the acquisition of musical expertise. Some parents indicate that musical engagement has been pursued as a means of appropriately challenging children exhibiting the cognitive and affective characteristics of giftedness.