The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.

The goal of this research was to determine if there are significant differences in the attribution styles for positive and negative events between students of differing ability and the correlation of these attribution styles to hopefulness. The study examined twelfth grade advanced placement (AP N = 45) students and twelfth grade students with documented learning differences enrolled in college preparatory classes (CP-LD N = 14). Both groups of students came from high socioeconomic backgrounds. The students' internal attributions related to hopefulness were measured with the Hope Scale (Snyder, 1994) which assesses the constructs of agency (will), pathway (way), and produces an overall hopefulness score. Results indicate that AP and CP-LD students had similar measures of internal attribution for positive events, but significantly distinct measures of internal attribution for negative events. However, the AP students show no statistically significant difference from CP-LD students in their measures of agency, pathway, or overall hopefulness.

Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be adjusted to the individuals’ needs or to provide the gifted students with extra assignments. The teachers state that they find it difficult to meet the needs of the gifted students due to lack of time and because the needs of struggling students are prioritized by the system. In conclusion, the teachers agree that education should be adjusted to all of the students’ different needs, including the ones of the gifted students. It has been reported by the participating teachers that they try to achieve this, yet they are concerned with the availability of their resources and time.

Syftet med den här studien är att fördjupa kunskapen om särskilt begåvade elevers behov avanpassningar, och att, genom att läsa tidigare forskning, hitta metoder och strategier för attanpassa undervisningen för särskilt begåvade elever i högstadiet, genom användning avexempelvis differentiering, berikning och/eller acceleration, främst i ämnet moderna språk.Resultatet av mina sökningar visar att det finns många beprövade sätt att differentieraundervisning på som gynnar särskilt begåvade elevers inlärningssätt, bland annat genomindividuella instruktioner, nivågrupperingar av olika slag samt anpassad- och/ellerkomprimerad/utökad läroplan. Ett annat sätt att differentiera undervisningen på är genomberikning och fördjupning i form av mer avancerat material, möjlighet att välja mellanenklare och mer komplext material, högre nivå av frågeställningar, möjligheter tillanvändning av kritiskt och/eller kreativt tänkande och så kallat högre ordningens tänkande.Ytterligare sätt är multidiciplinära arbetsuppgifter och möjlighet att skriva och läsa på en meravancerad nivå. Acceleration kan användas dels genom att elever får accelerera inom ett ellerflera ämnen, eller genom att elever får möjlighet att flytta upp en eller flera årskurser och påså sätt gå igenom grundskolan i en snabbare takt. Metoden som har använts i denna studie ären systematisk litteraturstudie, som innefattar att systematiskt söka, granska ochsammanställa litteratur inom ett valt ämne eller problemområde.

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published_or_final_version / Education / Master / Master of Education

Analysis of a particular north-central Texas public high school revealed a strong representation of Hispanic females in advanced academic programs, i.e., AP and GT in proportion to their representation in the overall student population. Research seems to indicate that a progressive approach to academic-potential identification; culturally effective mentoring, traditional Hispanic values, and newly emerging personal and social characteristics all seem to be contributing factors. This study seems to indicate that a new type of Hispanic female is emerging who is more assertive academically, more visible in the classroom, and less marriage-and-family oriented as might be believed by teachers, society, their peers, and perhaps even their parents.