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Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 143-151). Online version of the print edition.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 19, 2006. Dissertation Committee: John V. Godbold (chair), Mauro Toro-Morn, Larry D. Kennedy, John T. Goeldi. Includes bibliographical references (leaves 103-109) and abstract. Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 92-103). Also available on the World Wide Web.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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Students who are raised in poverty and are not adapted to technology use have less positive learning experiences with technology usage than other students. The purpose of this qualitative study was to explore students' perceptions of blended learning among gifted students who are enrolled in the free and reduced lunch program in a public high school district in the southeastern United States. Davis's version of the technology acceptance model was used as the conceptual framework. The research questions explored the perceptions of these gifted students when they are taught using blended learning in terms of their attitudes, perceived usefulness, perceived ease of use, and behavioral intentions. For this exploratory case study, interviews were conducted with 10 gifted high school students. After manual and digital coding, the emergent themes were an overall positive perception of blended learning. The participants had a positive attitude toward educational technology and also an overwhelmingly positive outlook on behavioral intentions of using education technology. The participants also felt that the perceived usefulness and the perceived ease of use of blended learning platforms were attainable for them. This research may encourage positive social change by providing a needed resource for teachers, parents, and technology coordinators who work in low socioeconomic areas because there is very little research on gifted students in poverty and their use of blended learning. The results of this study indicate that students in poverty could use blended learning for gifted programs and advanced courses that might not be available at their local school in a low-income area.

The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.