Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 172-180).

D.Ed. / Talent is a gift from God. Talented/gifted children possess special abilities/achievements. Children reveal talents in various spheres and it is of vital importance to identify these talents. As talented children are present everywhere in our schools, it is the teachers' responsibility to identify them as soon as possible. No country can afford to lose these leaders of tomorrow ...

The purpose of the present study was to investigate factors that contribute to the social adjustment to college for gifted emerging adults. Specifically, perceived parental attachment, and social competence were included. Additionally, social competence was examined to determine if it served as a mediator between parental attachment and social adjustment to college. Results from bivariate correlations and multiple regression analyses revealed positive, significant correlations between parental attachment and social adjustment to college, parental attachment and social competence, and social competence and social adjustment to college. Analyses also found that social competence partially mediated the relationship between parental attachment and social adjustment to college. Limitations, implications, and future research directions were discussed. The majority of research regarding gifted individuals focuses on the experience and developmental domains within the K-12 setting. The findings of the present study add to the significant dearth of literature concerning the college experience of gifted individuals. Specifically, the results provide support that a secure parental attachment influences positive development of social competence and better social adjustment to college in gifted emerging adults. / A Thesis submitted to the Department of Child and Family Sciences in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester 2016. / June 16, 2016. / Includes bibliographical references. / Kendal Holtrop, Professor Directing Thesis; Ming Cui, Committee Member; Lenore McWey, Committee Member; Steven Pfeiffer, Committee Member.

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Includes bibliography. / Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 143-154). Also available in print.

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 319-334.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract