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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.
71

Post-high school career progress of students attending Ohio's Martin W. Essex School for the Gifted, 1976-1980 : a follow-up study /

Downhower, Susan Galbraith January 1982 (has links)
No description available.
72

The psychological vulnerabilities of children of very superior intellectual ability /

Janos, Paul Michael January 1983 (has links)
No description available.
73

Some characteristics of potentially superior students /

Hill, David Preston January 1962 (has links)
No description available.
74

Program opportunities and per-pupil costs of services for the academically gifted /

Stahl, Martin LeRoy January 1965 (has links)
No description available.
75

Mathematics program for gifted high school students : a participant follow up /

Eberle, Betty Jobes January 1971 (has links)
No description available.
76

Identification by provision : an argument for or against "open door" selection of gifted pupils

Tsiamis, Athanassios January 1986 (has links)
No description available.
77

Giftedness in early childhood : the search for complexity and connection

Harrison, Catherine Anne, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies January 2003 (has links)
This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years. / Doctor of Education (D.Ed.)
78

The role of mentorship in enhancing academic proficiency : Motivational dispostion and learning satisfaction in academically gifted children

Simpson, Brenda Gladys Huldis 05 1900 (has links)
According to research, the academically gifted child may not have his/her educational needs met in a classroom with his/her age mates. This study was an investigation of the impact of mentorship on academically gifted students in an attempt to adjust curriculum to reflect what the identified gifted child i s ready to learn. There is little theoretically-based research on the impact of mentorship on children with advanced academic capabilities. It was hypothesized that academically gifted students who received individualized instruction from a mentor would show positive changes i n motivation and that this teaching approach would further enhance their academic proficiency. Learning satisfaction would also be a result of participation in a mentorship program. A multi-case study methodology was employed, including four identified gifted students. Replication of results across cases illustrates an overall improvement in academic competency and motivation. The children involved learned a great deal, evolved as motivated students and had a noticeable sense of satisfaction from participating in the program. Conclusions justify the need for curriculum modification for academically advanced children.
79

Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level

Tudor, Patti, University of Lethbridge. Faculty of Education January 1994 (has links)
Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education. / vii, 111 leaves ; 29 cm.
80

Concerns of parents of gifted children

Ross, Linda. January 1984 (has links)
No description available.

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