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Teacher judgments of personal traits of gifted childrenSignori, Frances, 1924- January 1960 (has links)
No description available.
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Specific practices used by teachers in the education of superior high school studentsFredrickson, Ronald H. January 1963 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 172-180).
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A case study of gifted education in an Australian primary school : teacher attitudes, professional discourses and gender /Galitis, Ingrid. January 2009 (has links)
Thesis (Ph.D.)--University of Melbourne, Melbourne Graduate School of Education, 2009. / Typescript. Includes bibliographical references (leaves 259-295)
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A historical review of the rapid acceleration model for teaching mathematically precocious youth including an anecdotal record of the kindergarten mathematics experience of one highly gifted youth /Reavill, Sandra, January 2007 (has links) (PDF)
Thesis (M.S.) -- Central Connecticut State University, 2007. / Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Secondary Educators." Includes bibliographical references (leaves 166-172). Also available via the World Wide Web.
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A qualitative analysis of the perceptions of teachers of advanced placement United States history differentiated history programming and gifted secondary education /Croft, Laurie Jane Barr. January 1994 (has links)
Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 174-191).
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An exploration of elementary level classroom teachers' perceptions of giftednessThrailkill, Colleen N. 01 January 1999 (has links)
Recognizing the important role that classroom teachers play in the referral of students for possible gifted education in many U. S. schools, this study questioned elementary classroom teachers in grades K through 5 to learn about their perceptions of what "giftedness" is. Teachers responded to two questionnaires to define both their general and their specific perceptions of giftedness. Early in the school year the teachers chose from a list of twenty recognized giftedness traits the four that best defined the term for them In the spring, after the same teachers had referred specific students for testing for the gifted program, they selected the four most prominent gifted traits shown by each referred student. Results showed a teacher efficiency rate of 43.4%, equal to or above that of previous research. Among the four traits teachers most often selected as the ones indicating either general or specific giftedness to them, three were identical. Teacher years of experience, grade level taught by the teacher, and the presence or absence of gifted classes at the teacher's school did not significantly affect teacher perceptions of important traits. Student gender was a significant variable in selection of traits. The #1 trait for boys was advanced logic and problem solving ability; for girls it was advanced reading and/or writing ability. School socioeconomic level was also a significant variable. Teachers judged advanced logic and problem solving ability more important for the high or middle SES student than for the low SES student, whether they considered traits of giftedness in general or specific children. Student race/ethnicity was a significant factor also. Racial and ethnic minorities were referred and, generally, passed the screening in such relatively small numbers that the data did not lend themselves to further analysis. Teachers demonstrated consistency and efficiency in gifted identification. It was recommended that this school system address issues of possible gender and SES bias that might be influencing teachers' perceptions and that the system consider a method other than an IQ score as the final qualifying instrument for entry into the program for gifted students.
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Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd isDe Villiers, Jeanne-Marie 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Onderwys in Suid-Afrika het na die eerste demokratiese verkiesing in 1994 ‘n
transformasieproses beleef. Beleidsveranderinge, rasionalisering, kurrikulumvernuwing
en toenemende leerderdiversiteit in elke hoofstroomklaskamer was slegs ‘n paar van die
uitdagings wat opvoeders en skoolhoofde in die laerskool moes hanteer. Resente
publikasies toon dat die transformasie van die nuwe onderwysbedeling ‘n negatiewe
uitwerking op begaafdheidsonderrig gehad het. Daar is minimale aandag aan
begaafdheidsonderrig geskenk. Hoewel Onderwyswitskrif 6 (Departement van
Onderwys, 2001) erkenning verleen aan alle leerderdiversiteite, word daar nie eksplisiet
na begaafdheidsonderrig verwys nie.
Die doel van hierdie kwalitatiewe studie was om ‘n duidelike beeld te verkry oor die
sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. Hierdie
studie het spesifiek ten doel gehad om die deelnemers se beskouings onderliggend aan
begaafdheid te identifiseer, asook om die leemtes vas te stel wat toepaslike
begaafdheidsonderrig belemmer.
Hierdie navorsing het bevind dat daar tans in die laerskole van ondersoek ‘n gaping
bestaan tussen amptelike beleid en klaskamerpraktyk. In die lig hiervan erken
opvoeders en skoolhoofde dat leerders wat begaafd is nie effektief en toepaslik ingesluit
word in die huidige hoofstroomklaskamer nie. Dit blyk verder dat ‘n gebrekkige opleiding
in begaafdheidsonderrig, die leemte aan ‘n werkbare nasionale definisie van
begaafdheid, asook uiteenlopende sienings van inklusiewe onderwys, die volhoubare
ondersteuning en toepaslike onderrig belemmer van leerders wat begaafd is.
Deelnemers aan hierdie studie erken dat onvoldoende voorsiening in UGO vir die
spesifieke eise van leerders wat begaafd is, asook baie ander hindernisse in die
hoofstroomklaskamer, veroorsaak dat hierdie leerders nie na behore onderrig en
ondersteun word nie. Die laerskoolopvoeders en -skoolhoofde is van mening dat
suksesvolle implementering van beleid en toepaslike onderrig van leerders wat begaafd
is, nie sonder volhoubare ondersteuning en kollaborasie van alle rolspelers kan geskied
nie. Daarom word die belangrikheid van groter gemeenskapsbetrokkenheid en die
iv
volhoubare ondersteuning van distriksgebaseerde ondersteuningspanne veral
beklemtoon.
Die bevindinge van hierdie studie het ook belangrike implikasies vir onderwysopleiding
binne die huidige onderwyssisteem. Hierdie studie bevestig die noodsaaklikheid van
toepaslike voor- en indiensopleiding in begaafdheidsonderrig vir alle opvoeders sodat
ons land se spreekwoordelike ongeslypte diamante tot sierade vir die samelewing
gevorm kan word.
Sleutelwoorde: sienings, laerskoolopvoeders en -skoolhoofde, leerders wat begaafd is,
inklusiewe onderwys, hoofstroomklaskamer, opleiding, kollaborasie, gemeenskap,
identifisering, definiëring, onderrig / ENGLISH ABSTRACT: Education in South Africa experienced a process of transformation since the first
democratic election in 1994. Policy changes, rationalisation, curriculum changes and
increased learner diversity in each and every mainstream classroom are only a few of
the challenges educators and principals have to face in primary schools. Recent
publications confirm that the transformation of the new education system had a negative
effect on gifted education. Only minimal attention was given to educating the gifted.
Although Education White Paper 6 (Department Education, 2001) acknowledges learner
diversity, gifted education is not explicitly mentioned.
The main purpose of this qualitative study was to achieve a clear vision of the
perceptions of educators and principals in primary schools regarding gifted learners.
The beliefs of the participants were explored regarding gifted education, as well as
present obstacles experienced in this field.
An important research finding was that there is presently a serious gap in primary
schools between official policy and teaching practice. Both educators and principals
acknowledge the fact that gifted learners are not effectively included in the mainstream
classroom. It is furthermore apparent that limited teacher training in gifted education, the
lack of a generally workable definition of giftedness, as well as diverse perceptions of
inclusive teaching, obstruct sustainable support and appropriate teaching of the gifted.
Primary school educators and principals agree that successful implementation of policy
and appropriate teaching of the gifted cannot succeed without adequate support and
collaboration of all role players. Thus increased community involvement and sustainable
assistance of district based support teams are also imperative.
The findings of this study hold major implications for teacher training in the present
education system. This study confirms the necessity of appropriate pre- and in-service
training of all teachers in order to enhance the precious gems of giftedness in primary
schools for the future benefit of South African society.
Key words: perceptions, primary school educators and principals, gifted learners,
inclusive education, mainstream classroom, training, collaboration, society
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An investigation into teachers' perceptions of the content and approach used in different mathematics streams /Reid, Ian Christopher. Unknown Date (has links)
Thesis (MEd)--University of South Australia, 1996
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Perceptions Of Early Childhood Teachers Towards Young Gifted Children And Their EducationTezcan, Feride 01 December 2012 (has links) (PDF)
The aim of the study is to investigate early childhood teachers&rsquo / perceptions towards young gifted children and their self-reported needs for meeting needs of young gifted children. In order to reach this aim, interviews with 15 early childhood teachers were conducted. The interview questions were designed to explore three aspects of teachers&rsquo / perceptions on young gifted children: perception on giftedness as a concept, perception on characteristics of young gifted children and perception on gifted education. The findings of the study regarding these three aspects of early childhood teachers&rsquo / perceptions consistently showed that they perceive and define giftedness as a concept based on excellence in cognitive abilities of gifted children. Subsequently, cognitive characteristics which indicate high abilities in cognitive functions are stated most to define gifted characteristics. Related with that, early childhood teachers&rsquo / self reported practices in case of a gifted child in classroom consist mainly of individual studies to support high cognitive abilities of young gifted children.
The findings regarding the needs of early childhood teachers in meeting the needs of young gifted children indicate that they have low self-efficacy beliefs in handling multidimensional educational needs of gifted children. They express their need for professional development and trainings with model practices. They also express the necessity of support in terms of time, material, resources, communication, collaboration and supervision in order to be able to practice the theoretical concepts they would acquire through means of professional development.
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High School Teachers' Perceptions of Giftedness, Gifted Education, and Talent DevelopmentRussell, Joseph L. 05 1900 (has links)
In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to assess their attitudes, feelings, and opinions about the nature and needs of gifted learners using a grounded theory model of analysis. Data collected from the 11 participants in the first phase of the analysis was combined with that collected from the 13 participants in phase two and validated throughout with continual comparison through memoing. Participants reported a general lack of engagement with scholarly work in the gifted education field as well as a dependence on the school district for effective training in classroom practice. Evidence also suggested a view of giftedness among the participants as an inherent quality of some people who needed to be properly trained in the instructional environment. Implications from this study suggest further research, both qualitative and quantitative, needs to focus on clarifying the perception of giftedness among high school teachers as well as how the delivery of effective training to those teachers can be implemented.
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