No description available.

No description available.

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students’ ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values.

The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals who read case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a survey and provided an assessment of the hypothetical client. In the study, 59% of participants were unable to recognize behavioral characteristics associated with high IQ youth unless suggested to them, and 95% of participants were unable to recognize emotional characteristics associated with high IQ youth unless suggested. The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.

This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.

Studiens syfte är att få ta del av pedagogernas syn på hur de ser på sin förmåga att identifiera särbegåvade elever och matematiskt särbegåvade elever. Om de tycker att de har goda förutsättningar för att kunna identifiera dessa elever eller om de upplever något hinder i sin förmåga att identifiera dem. Jag har valt att använda mig utav en enkätstudie för att få svar på mina frågor. Webbenkäten är skickad till 3 små kommuner och jag valde enkäter istället för intervjuer för att jag ville få en större spridning och fler olika sorters pedagoger som svarade. Studien visar att många av pedagogerna vet vad begreppet särbegåvad innebär men att de själva känner att de har för lite kunskap inom ämnet. / The purpose of the study is to get the educators view on how they look upon their ability of identifying gifted pupils. If they feel that they have potential to be able to identify these pupils, or if they experience any hinders in their ability to identify them. I have chosen to use a survey to be able to get answers to my questions. The survey is sent to three small municipalities and I chose surveys instead of interviews because I wanted to have a wider distribution and several different kinds of educators answering. The study shows that many of the educators know the meaning of the concept of giftedness, but that they feel that they have lack knowledge on the subject.

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

This thesis investigates and analyses the level of challenge for able students in an 11-18 Academy. It is addressed from my position as the Principal of the case study Academy and a novice researcher. Eight teachers who formed the Teaching and Learning group within the Academy participated in the study, as part of a community of practice with an interest in the issue addressed and the research process. The study focused on concerns arising from Learning Walks and Ofsted feedback about the perceived lack of challenge for able students. Using a three layer action research methodology, the views and practices of staff and students about challenge in ILTs (Independent Learning Tasks) were explored. An initial brainstorming activity was followed by questionnaires, lesson observations and focus group sessions with a sample of 100 students (Years 7, 9, 10 and 11). At the close of the first layer of research, data analysis revealed a range of levels of challenge in different subject areas, and from these a Year 10 Geography group was selected, with the support of the teacher. The second action research layer involved the Geography teacher and 15 Geography students who had identified a lack of challenge in their ILTs. This shifted the focus of the research to consider the cognitive challenge incorporated into tasks, focusing on thinking skills and questioning techniques. The third and final action research layer resulted in a newly developed, collaboratively-constructed ‘student friendly’ thinking skills analysis which provided powerful and formative insights to ‘label’ challenge. The teacher responded reflexively to the outcomes by trying out a redeveloped approach to ILTs (homework) and questioning techniques within the Academy. The findings from this investigation suggest that, cognitively challenging, problem-solving tasks, co-constructed with students to include opportunities for Socratic questioning provide for greater challenge in the classroom. Finally, the benefits to be gained from establishing a research community where the Principal is the lead researcher, include an increased emphasis on staff as change agents and the critical contribution of student voice in pursuit of challenging teaching and learning.

With a dwindling college-age population and a need to attract academically talented students, postsecondary institutions search for factors that influence college choice. The educational plans of two comparable groups of high ability Arizona secondary students were examined and compared using the Higher Education Orientation Inventory and personal interviews. One group of students consisted of high school juniors who participated in the University of Arizona Precollege Program for Gifted and Talented Students in the summers of 1981 and 1982. The Comparison Group students were selected from a group of the top ten percent of Arizona high school juniors from those same years. Factor analysis was utilized to answer major research questions about factors that affect a student's choice of a higher education institution. To examine the differences between the two groups, discriminant analysis was used. An open-ended question approach provided supplementary data from both groups. The majority of both groups of students favored the choice of a four-year university. It was found that students who participated in the University of Arizona Precollege Program rated that experience as more important in their institutional choice than did those students who did not attend this program. In a separate factor analysis, it was shown that the two groups appeared to differ on several choice factors. Only one pair of factors entitled "Academic Quality of the Institution" was found to be similar within the groups. Other important factors for both groups included "Social Components of the Institution", "Expenses and Financial Aid", and "Institutional Image". The largest discriminant difference between the two groups was with reference to the institution's precollege program. This supported the finding that there was a significant mean difference on which students rated the importance of a precollege program in institutional selection. The open-ended question approach indicated that important reasons for postsecondary choices were (1) location, reputation and size of the institution, (2) cost, and (3) program quality. Personal interviews emphasized the value of a precollege program in providing an introduction to college life and in building confidence about the forthcoming postsecondary experience.

This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.