• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 282
  • 20
  • 20
  • 20
  • 20
  • 20
  • 20
  • 20
  • 13
  • 11
  • 5
  • 3
  • 2
  • 2
  • 2
  • Tagged with
  • 422
  • 422
  • 210
  • 60
  • 52
  • 47
  • 41
  • 40
  • 38
  • 36
  • 34
  • 33
  • 33
  • 31
  • 29
  • 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.

The state of gifted education in Nebraska

Stelk, Wanda L. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: ix, 197 p. : ill., maps. UMI publication number: AAT 3260513. Includes bibliographical references. Also available in microfilm and microfiche formats.

A survey of recent literature concerning the reading of gifted pupils in the primary grades /

Salek, Mary Jane. January 1969 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 57-62).

Providing for the gifted child in elementary social studies

Barker, Elizabeth Hope January 1959 (has links)
Thesis (Ed.M.)--Boston University

The segregation of bright pupils in a medium sized high school

Matheson, Laughlin Alexander January 1936 (has links)
[No abstract available] / Arts, Faculty of / Philosophy, Department of / Graduate

Programs for intellectually gifted children in selected junior high schools

Rankin, Wilfred Warren 01 January 1957 (has links)
It was the purpose of this study to survey (1) the procedures now used in the selection of gifted pupils in selected junior high schools of northern California; (2) the selection of teachers for these pupils; (3) the curricular features of their instruction; and (4) the factors determining these procedures.

An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies

Mentz, Hendrik Jeremy January 1991 (has links)
Because giftedness is a complex, little understood concept which has become politicised, it was deemed necessary to evaluate the Four Area Curriculum Extension and Enrichment model in terms of three epistemological focuses: Cartesian, Socialist and Deep Ecology. Reasons for the selection of these three epistemologies are discussed after which the traditional Cartesian, homunculus view of giftedness is shown to be flawed and a case made for reconceptualizing giftedness to confirm its collective, socially constructed, immanent nature, grounded in the existential human condition. The rationale behind, and design of the Four Area model as reflected in the guide to schools is shown to reflect the Deep Ecology epistemology. The philosophical statement, goal and aims of the guide are shown as clashing with the Deep Ecology ideology. In order to avoid epistemological dissonance, a reformulated statement of intent for the Four Area model which merges the Cartesian, Socialist and Deep Ecology epistemologies into a unitary aim is suggested. The design, short-term success and appropriateness of each of the four Areas of provision are analyzed and evaluated in the light of critical theory as also questionnaires and annual reports completed by principals and co-ordinators. Modifications to aspects of the Four Area model are recommended which, it is argued, will give it greater contextual relevance and make it an appropriate medium for promoting giftedness for all South African pupils. Finally, it is argued that intelligence and genius should be viewed, not as personal capacities, nor as social constructs but metaphysically as a function of gathering complexity.

Personality differences between talented high school achievers and underachievers

Mini, Martin Leroy 01 January 1960 (has links)
Today, more than ever before, there is present an increasing emphasis on the part of educators to help the academically talented student develop his scholastic ability to its maximum level. Past experience has shown that there is a large number of talented students who are not achieving scholastically in terms of their apparent intellectual potentials. Research on the differences between achieving and underachieving talented students, has left unanswered many important questions concerned with this area of educational psychology.

Topographic mapping of the brain activity of gifted children

Coffin, Lorraine January 1993 (has links)
No description available.

A study of the effectiveness of two types of high school programs in preparing youth for academic success in college /

Shreve, John Willard January 1957 (has links)
No description available.

A predictive longitudinal study of intellective and non-intellective factors affecting school achievement of gifted children /

Richards, Berna Flanders January 1961 (has links)
No description available.

Page generated in 0.0908 seconds