Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / PURPOSE The purpose of this study was to determine: the nature and extent of programs for the academically talented in Massachusetts, the attitudes of Massachusetts superintendents towards such programs, and the factors which affect the existence of such programs. PROCEDURE A study was made of the literature on programs for the gifted in the U.S. and of past state and national surveys of such programs. A survey form was developed and sent, under the auspices of the Massachusetts Department of Education, to all 244 superintendents in the Commonwealth. A 93% response was eventually elicited. The data were then coded and tabulated and scores derived which represented (1) each school district's degree of effort in behalf of gifted pupils; (2) each superintendent's level of acceptance of special programming for the gifted and of the various provisions subsumed under this concept; and (3) each community's level of acceptance, as perceived by the superintendent, of the concept of special programs for the gifted. Those items which lent themselves to statistical analysis were coded and punched onto IBM cards and entered into the disc memory of an IBM 7094 computer. A program for sorting and analyzing the data was written which included the derivation of partial correlation coefficient for those factors for which relationships were hypothesized. It was hypothesized that statistically significant relationships exist between the nature and extent of programs for the gifted and (1) superintendent attitude, (2) size of district, and (3) wealth of district. It was also hypothesized that programs for the gifted had not expanded in recent years principally because of a still crucial lack of helping funds for such programs. FINDINGS It was found that 14 states now give financial support to district programs for the gifted whereas Massachusetts, a relatively wealthy state, does not. It was found that 32% of the superintendents in Massachusetts are "strongly in favor" of programs for the gifted, 61% are "moderately in favor," 6% are "moderately opposed" and 1% are "strongly opposed." For elementary gifted pupils: 75% of the superintendents favor special classes; 90% favor "redeployment" into ability-grouped classes for reading and arithmetic; 87% support summer enrichment programs; and 81% want to improve their programs of enrichment in the regular class. The only provisions for elementary gifted pupils not favored by a majority of Massachusetts superintendents have to do with acceleration. At the secondary level: At least 95% favor: enrichment in connection with ability grouping, the development of differential curricula and special career seminars; 91% favor Advanced Placement Programs. For both elementary and secondary programs: 88% wish to improve identification procedures, 97% favor the use of special criteria for the selection of teachers of the gifted, and 95% favor special inservice programs for A.T. teachers. In contrast to superintendents' expressed wishes and attitudes, actual programs show that: Fewer than 25% of the districts claim to have systematic identification procedures; only 11% use any special criteria for selecting teachers for the A.T. and only 4% have inservice programs for these teachers; 25% of the districts indicate that they have special classes for the gifted and/or summer enrichment programs; 68% group by ability for reading and 56% for arithmetic. No pupils are accelerated, under any circumstances, in 83% of the districts. In approximately three-fourths of the districts, "enrichment in the regular class" is the principal provision for gifted elementary pupils, although research shows that this approach, without other program concomitants, usually results in "paper" rather than actual programs. At the high school level 87% of the schools practice ability grouping but only half indicate having differential curricula. Fewer than one-fourth of the districts have Advanced Placement Programs. In summary, Massachusetts superintendents report that 62% of the districts make no special provision for the gifted at the elementary level and 42% have no programs at the secondary level. The partial correlation studies revealed that statistically significant relationships exist between A.T. programs and district size and wealth. It was found that community attitude, as perceived by superintendents, also correlated positively with the extent of special programs for the gifted. On the other hand, no significant correlation was found between superintendent attitude and either the nature or extent of elementary or secondary programs for the gifted, whereas quite the opposite was hypothesized. Seventy per cent of the superintendents indicate lack of funds as the principal deterrent to the development of programs for the gifted in their districts. Ninety-eight per cent indicate that they would apply for funds to expand provisions for the gifted if such funds became available. However, inasmuch as superintendents generally regard other educational programs as having higher priority for the limited funds available, it appears that only categorical aid, from State or Federal sources, could lead to significant improvements in educational programming for gifted pupils in the public schools of Massachusetts. / 2031-01-01

The purpose of this study was to investigate the relationships between specific cognitive variables and classroom achievement among a gifted population. The participants included 389 students in grades five eight enrolled in the Gifted and Talented Education program in a Southcentral Kentucky School district. An experimenter-developed teacher rating scale was used to document classroom achievement, the criterion variable. The predictor variables were (a) locus of control, as measured by the Intellectual Achievement Responsibility Scale; (b) the ability to clearly express thoughts and the elaboration, fluency, flexibility, originally, and organization of those thoughts, as measured by the Prose Quantification System; (c) knowledge of reading, mathematics, and language art, as measured by the Comprehensive Tests of Basic Skills; and (d) academic aptitude, as measured by the Test of Cognitive Skills. The first hypothesis stated that these cognitive variables were related to classroom achievement among the gifted. The second hypothesis stated that these relationships would rank from strongest to weakest in the following order: (a) knowledge of reading, mathematics, and language arts; (b) locus of control; (c) the ability to clearly express thoughts and the elaboration, fluency, flexibility, originality, and organization of those thoughts: and 9d0 academic aptitude. Stepwise Multiple Regression procedures identified knowledge of mathematics as the single best predictor model of classroom achievement (r=.29, p<.001). Zero Order Correlation coefficients were computed and indicated that the following variables were significantly related to classroom achievement: (a) knowledge of reading (r=.15, p<.05); (b) knowledge of mathematics (r=.23, p< .05). According to the Zero Order Correlation coefficients the first hypothesis was only supported in part. The lack of significant relationships may have been due to (a) limitations of the instruments used; (b) the questionable validity of teacher-assigned grades used to measure classroom achievement 9c0 nonlinear bivariate distributions of the data; 9d0 the restriction in range evidenced by classroom achievement, PQS scores, and TCS scores. The second hypothesis was also only supported in part. As predicted the strongest relationship was between classroom achievement and knowledge of reading (r=.15, p<.05). The next strongest relationship was between academic aptitude and classroom achievement (r=.10, p> .05). Which was predicted to be ranked last. The weakest relationships were between locus of control and classroom achievement (r=.07. p> .05): and the ability to express thoughts and the elaboration, fluency, flexibility, originality, and organization of those thoughts and classroom achievement (r=.07, p>.05). The failure of the last three variables to be ranked in the predicted order was likely due to chance factors, since all of these relationships were nonsignificant. It was recommended that future research (a) utilize instruments that were standardized and commonly used with the gifted; (b) increase the variability of the scores of the cognitive measures and classroom grades by using more grade levels and identified achievers and underachievers; (c) examine the validity of teacher-assigned grades; and (d) explore in depth the relationship between academic aptitude and classroom achievement to develop more reliable and valid predictors of giftedness and classroom achievement.

Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.

The purpose of this study was to compare three different types of programming options for identified gifted and talented middle school students.

This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. The short response portion of the student surveys and the teacher interviews were coded and analyzed for common themes. The research questions that dictated the direction of this study included: Is student engagement altered by use of differentiated curriculum, if so is it increased or decreased with more appropriate assignments for gifted students? Do students put forth the same effort with more complex assignments as with easier assignments? Do fifth-grade gifted students show signs of a lack of student engagement? Further research may include expanding the study to include more students from various school districts to ascertain if the findings are consistent with other groups of students.

During the past decade, an increase in activity associated with the education of the gifted has been evident. This study provides a social and evaluative framework from which to view two organizational means of making educational provision for gifted students. In-class provision in one school is compared statistically and descriptively with a partial withdrawal system in another. The Stake evaluation model was used to provide a focus and classification system for the collection and processing of naturalistic data. Group tests of ability, attainment and attitudes were administered in order to obtain some more objective data. Evolutionary changes in the schools during the twelve month period make for difficulties in comparison; the reasons for the changes occuring highlight the difficulties which classroom teachers have in understanding and coming to grips with teaching gifted students. Any advantage in terms of student outcomes was weighted towards the school with in-class provision. The writer postulates that this was due to the collective responsibility, or ownership of the program, assumed by the teachers in this school, as opposed to the situation in the other school, where only one teacher, the withdrawal teacher, was prepared to assume this responsibility. This study will provide valuable insight for any professionals who wish to undertake similar programs.

Most departmental policy statements on the education of gifted and talented students recommend their retention, where possible, in mainstream classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in WISC-R subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students' cognitive style and teachers' identification methods, and between students' cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.

This cross-sectional study examined the prevalence of bullying and victimization among children identified as gifted who are in the last grade of elementary school (4th grade) and first two grades of middle school (5th and 6th grades). Additionally, I investigated if the children experienced distress associated with bullying and victimization and if the distress varied systematically across the three grades. The study took place at one elementary school and two middle schools located in Tennessee. There were a total of 35 participants [4th grade (n = 15), 5th grade (n = 13), and 6th grade (n =7)]. The results indicated that the 4th graders reported a significantly higher prevalence of bullying compared to the 5th graders. Furthermore there were significant, strong correlations between victimization and level of total distress; bullying and level of externalizing distress; and victimization and level of internalizing distress. The principal limitation of the study was the small sample size (N = 35). Additional studies investigating this topic should be conducted to help educators become more aware of the prevalence of bullying and victimization during the elementary-middle school transition period among children who are gifted. Such studies can also potentially shed light on the manner in which children who are gifted handle bullying and victimization.

This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.

The purpose of the study was to investigate the relationship between intellectual ability of 276 high school students and personality as measured by the Guilford-Zimmerman Temperament Survey (GZTS) factors. The 10 GZTS traits utilized were: General Activity, Restraint, Ascendance, Sociability, Emotional Stability, Objectivity, Friendliness, Thoughtfulness, Personal Relations and Masculinity. The study was designed to test for the relationship between three IQ groups (high, middle and low) and each of 10 GZTS personality factors. A multiple groups design was used, in which the three groups of subjects were blocked across intelligence. Ten one-way analyses of variance were performed to determine if significant differences between the IQ groups existed on the 10 GZTS factors. None of the analyses yielded significant findings. That is, no significant differences in personality across IQ groups were obtained. Seven non-significant trends between intelligence level and specific personality factors are presented and discussed.