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This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.

This study explored the math attitudes of gifted students in grades three, four, five, and six participating in an accelerated math program with a focus on gifted girls in the elementary grades. Eight of the nine domains of the Fennema-Sherman Mathematics Attitudes Scale (MAS) were used to survey the math attitudes of 267 gifted boys and girls, in grades three through six. The domains explored the math attitudes of students within the following areas; attitude towards success, mother's attitude, father's attitude, anxiety, motivation, usefulness, teacher's attitude, and confidence. This study includes research involving gifted education; math attitudes, and educational applications of Bandura's social learning theory. Survey responses were used to compile descriptive and inferential statistics. Using the Statistical Package for the Social Sciences (SPSS) and a predetermined alpha level of .05, a multivariate analysis of variance (MANOVA) compared the groups within the domain clusters. Data analysis yielded two significant main effects in anxiety (.002) and motivation (.008). Anxiety emerged as the most significant finding of the study. Girls revealed more negative math attitudes compared to the boys at all grade levels. Interaction in motivation between fourth and sixth grade and fifth and sixth grade were significant at the.05 level. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district wide training program for teachers of gifted students. These results could be used to spawn discussions with guidance counselors and others investigating the emotional and academic implications of accelerated math programs. / Ed. D.

Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has worked to integrate 21st century skills into curriculum. Many times this is through STEM classes. This study examined the impact technology had on gifted and talented students’ achievement and creative construction. During a unit on Transformations, a control group received traditional instruction, while an experimental group received traditional instruction with an added technology component. A pre and posttest were given to both groups to measure student success with the geometry content. Results indicated that the technology component did not have a major impact on student achievement. Both the control and experimental group showed mastery of the standards and concepts. The technology component did increase students’ use of correct content vocabulary.

published_or_final_version / Education / Master / Master of Education

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy looks the same across exceptionalities: producing the best educational experience based on the child’s unique needs. Strengths-based programming has been demonstrated to benefit twice-exceptional students no matter the disability, however the areas of deficit will vary depending on the specific disability a child has and his/her unique learning profile. The resources for information on special education law and twice-exceptionality will be useful to parents regardless of the twice-exceptional child’s disability. The second, and I feel most important, purpose of the thesis is to provide those parents/guardians with a “Quick Start Guide to Advocacy” to help them get started on the path to becoming the most effective advocate they can be for their child(ren). While educators and school administrators are expected to have a solid understanding of the rights and responsibilities of all stakeholders, many times parents are thrust into the world of special and gifted education with no preexisting knowledge. The aim of this thesis is to help bridge this gap for parents and guardians of this unique subset of students.