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RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION, UNIVERSITY OF THE WITWATERSRAND, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATIONAL PSYCHOLOGY DATE: MARCH, 1994 / Numerous research reports cover the need for educational programmes that address the social, intellectual, emotional and creative aspects of the development of gifted disadvantaged children (Rosenbaum, 1989), This study focuses on assessing. the effectiveness of an enrichment programme designed to enhance the self-concept of both identified 'talented' students and their 'average' peers. The term 'talented' was chosen in an attempt to move away from 'gifted' with its limited definition and biased connotations. Both the talented and average groups of children were participated in an enrichment programme which challenged their performance, attitudes and interpersonal skills. Various aspects of the programme were evaluated: the extent to which such a programme can achieve its objectives; identifying the programme's strengths and weaknesses and; developing a realistic, alternative course of action fOr curriculum modification. Support was found for the belief that the self-concept of all children can be enhanced from an enrichment programme. Although the identified children initially functioned at higher levels on all the scales the individual results differed, On the Renzulli Rating Scale all children were seen to benefit, with greater improvements in the 'average' group, equalizing the two groups.Polt-test results of the Renzulli Rating Scale - measuring task commitment, creativity and motivation - and the Torrance measure of creativity indicated that both groups benefited significantly from the enrichment programme. On the scale of self-awareness the iden1tified group showed greater benefits. It was concluded that a multi-dimensional approach to assessing and understanding children's abilities is useful and recommended. In addition, talent must be understood as a dynamic concept that exists in varying degrees in different individuals and one that is capable of change at any stage of development. Evaluation of this programme can provide educators with an incentive and opportunity for planning developing and improving educational programmes that have a broader range of emphasis than the current school curriculum. The relevance of this study for educators and possible directions for future research are discussed.

Orientador: Miguel Cláudio Moriel Chacon / Banca: Soraia Napoleão Freitas / Banca: Antônio Carlos do Nascimento Osório / Banca: Eduardo José Manzini / Banca: Jáima Pinheiro de Oliveira / Resumo: Com a implementação do sistema educacional inclusivo, as escolas regulares têm recebido cada vez mais estudantes do público-alvo da Educação Especial. No caso dos estudantes precoces com comportamento de superdotação já frequentadores das escolas regulares, torna-se imprescindível a identificação de sua condição especial. Entretanto, pela falta de preparo das equipes escolares, em especial dos professores, esses estudantes não identificados deixam de receber o Atendimento Educacional Especializado e o enriquecimento escolar necessário. Assim, esta tese de Doutorado teve como objetivo geral: investigar em que medida a formação continuada em serviço pode capacitar o professor de sala comum da escola regular para realização da identificação e avaliação de estudantes precoces com comportamento de superdotação. Seus objetivos específicos foram: identificar as lacunas apresentadas na formação de professores de uma escola municipal de Ensino Fundamental I da Prefeitura de Araçatuba/SP para a identificação escolar de estudantes precoces com comportamento de superdotação; promover a formação continuada em serviço para os professores da escola selecionada nas horas destinadas à formação continuada na escola, de maneira a diminuir as lacunas identificadas, prepará-los para identificar e avaliar estudantes precoces com comportamento de superdotação, por meio de um processo de reflexão constante que entrelaça teoria e prática; analisar a aplicabilidade dos instrumentos qualitativos que po... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: With the implementation of the inclusive educational system, regular schools have received more and more students from the target audience of Special Education.In the case of early students with gifted behavior who already are attending regular schools, it becomes essential to identify their special status. However, due to the lack of preparation of the school teams, especially teachers, these unidentified students no longer receive the Specialized Educational Assistance and the proper educational enrichment. This PhD project aims to investigate the extent to which the in-service ongoing training can enable regular classroom teacher to identify and evaluate early students with gifted behavior. Specifically we seek to identify the gaps shown in teacher's training of a municipal Elementary school of the City Hall of Araçatuba / SP to identify early school children with gifted behavior; to reflect on the need to promote continuing in-service training for the teachers of the selected school in the hours allocated to continuing education in the school, in order to reduce the identified gaps, prepare them to identify and evaluate early students with gifted behavior through of a process of constant reflection that interweaves theory and practice.; to analyze the applicability of the qualitative instruments that can be used in the identification and school evaluation of this group of students identified in the in-service training process. Theses we defend: the lack of ID and evaluati... (Complete abstract click electronic access below) / Doutor

L’objectif de la thèse est d’étudier les difficultés d’acquisition du langage écrit chez les enfants à haut potentiel intellectuel (HPI). Il s’agit principalement d’une part de répertorier les types de problèmes rencontrés en termes de composantes du langage écrit - exécution graphomotrice, orthographe, formulation textuelle et production de texte - et d’autre part de comprendre les processus qui sous-tendent ces problèmes. La thèse est destinée également à contribuer à la compréhension des processus d’écriture chez les enfants tout-venants. La revue de littérature qui sera la première étape de la thèse permettra de pointer les points les plus caractéristiques des problèmes d’acquisition de l’écrit rapportés dans les études (e.g., Yates et al. 1995) et les principales questions en débat aujourd’hui. Les études empiriques associeront observation, comparaison quasi-expérimentale et étude expérimentale. Les performances seront recueillies auprès d’une population d’enfants à haut potentiel et d’enfants tout-venants. Nous envisageons la réalisation d’un suivi longitudinal concernant d’un échantillon sélectionné selon les critères d’inclusion et d’exclusion mentionnés dans le corps du projet. Les participants seront sélectionnés selon les critères suivants : niveau intellectuel (Weschler IV) / The aim of the thesis is to study the difficulties of acquisition of written language in children with high intellectual potential (HPI). The main aim is to list the types of problems encountered in terms of the components of written language - graphomotive execution, spelling, textual formulation and text production - and to understand the processes that underlie these problems. problems. The thesis is also intended to contribute to the understanding of the writing process in children in the near future.The literature review, which will be the first step of the thesis, will point out the most characteristic points of the problems of acquisition of writing reported in the studies (eg, Yates et al., 1995) and the main issues under discussion today. hui.Empirical studies will combine observation, quasi-experimental comparison and experimental study. The performances will be collected from a population of high-potential children and children. We plan to perform a longitudinal follow-up of a selected sample according to the inclusion and exclusion criteria mentioned in the project body. Participants will be selected according to the following criteria: intellectual level (Weschler IV)

The purpose of the study is to support a younger mathematically gifted student to develop his problem solving ability in mathematics. The study was based on a micro-ethnographic study through participatory observations, where the analysis was based on Krutetskii's eight mathematical abilities. The result of the analysis shows that even younger, especially talented students in mathematics demonstrate Krutetskii's thoughts on mathematical abilities. The specific child in the study shows that there are several mathematical abilities within him. The problem is that the child does not get enough management and stimulation to develop his or her abilities. The child in the study needs adequate support to be able to reach full potential. Problem solving has been the focus of our meetings in order to develop the ability to motivate mathematical problems. The study has focused on two different types of problems, both closed and open issues. The result of the analysis also shows that the special education teacher needs to guide teachers in rich mathematical problems and treatment for particularly talented students in mathematics.

The purpose of this research was to isolate the variable giftedness in a pipulation and determine whether that variable could be used as a predictor of public library use. The analysis of data indicated that public library use was higher for the general public than for the gifted adults. There was less variation among the factors of age, level of education, and public library use for the gifted adults than for the general public. Books as a resource for information were mentioned by the general adults public more frequently than by the gifted adults. Friends were listed more often as an information resource by the gifted population than by the public. Gifted adults both read and owned more books than did the general public. There was no correlation between amount of reading and number of library visits in either sample. 35 of the general public has a Library Usage Index Value of less than 4, 97 of the gifted adults did. There was almost no difference between the first ten information sources listen by both samples.

High-achieving African American students are not immune to the issues that underlie racial inequalities in school achievement. There is much to learn from these students in terms of how they navigate schools and achieve according to conventional standards. Further, serious questions remain about the social and racial costs to being constructed as high-achieving against broader narratives of African American students as deficient. This qualitative inquiry uses participant interviews and document analysis to explore the Discourses on achievement and leadership produced by minority recruitment programs and the students who participate in them. Specifically, the research uses critical discourse tools to look at the narratives produced both by African American students and by (and through) program documents. It seeks to understanding where these narratives converge and where there might be tension. This research is conducted by incorporating a socio-cultural literacy and critical race theory framework. This dissertation study is at the intersection of equity and access; it problematizes progressive arguments against a segregated curriculum for high-achieving students by invoking a social justice argument in favor of leveling the playing field for traditionally marginalized students, specifically African Americans. Much of the existing literature on high achievement and African Americans takes place in traditional classrooms. Glaringly absent from the literature on achievement are the ways in which some high-performing students of color are positioned to succeed in competitive, non-school environments. Specifically, I look at minority recruitment programs because these programs teach a particular type of literacy. The study explores the degree to which students’ home literacies are being honored. Findings indicate that students’ perspectives on achievement were much more critical than those of the programs with students overtly challenging meritocracy. Students were less critical of leadership, and both programs and students offered views that privileged particular literacies of leadership. The researcher offers recommendations for MRPs that calls for programs to involve students in more critical inquiries through the use of a Critical Race English education lens.

The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored whether differences exist in DE course grade for students by course environment (online, face-to-face at a high school, or face-to-face at a college.) The researcher used final course grades as determinants of student achievement. The study focused on DE student and AIMS scholar grades in English 111, Biology 101, Math 163, and History 101 courses that were taken between the 2009-2010 and 2013-2014 school years at a community college in Southwest Virginia. The population consisted of 429 AIMS scholars and 2,015 DE students. For this study 3,639 DE student grades and 706 AIMS student grades were used in calculations. The dependent variables in this study were final course grades; the independent variables were DE participation and course delivery environment. Welch’s t tests were used to examine the variations in final grades for DE and non-DE students; ANOVA procedures were used to examine variations in final course grades for DE courses based on delivery environment. The quantitative findings revealed that students who took English 111, Biology 101, Math 163, and History 101 as DE courses performed significantly better than academically comparable peers who had not taken the courses as DE. Additionally, findings indicated that students who took English 111 as a DE course on a college campus performed significantly lower than students who took English 111 as a DE course either online or face-to-face at high school. Similarly, students who took Math 163 as a DE course on a college campus performed significantly lower than students who took the DE course online or face-to-face at a high school. History 101 students who took the course online performed better than students who took the same course face-to-face at a high school. There were no significant differences in student achievement in Biology 101 based on DE course environment.