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

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

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988

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

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988

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.

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 current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014