Key words: gift, talent, education of gifted children, teaching methods and forms of working oganization This graduation theses is focused on gifted children and their signs. The theoretical part contains legislature relevant to educating of gifted children in the Czech Republic and various options of the optimalisation of educating process for gifted pupils. It also focus on different methods of recognising gifted children, educating them in school, options of educating and its problems, it deals with the formes of organisation of the teaching methods and basic approaches to educating of gifted pupils. The experimental part of this work is divided into two parts. The first one shows the pupils' oppinion about education, who visit the school for gifted children, the second one contents interview with teachers and examples of the good work with educating children.

The present study sought to identify variables that predicted parental decision-making regarding their child's participation in a national gifted and talented identification program for middle school students and subsequent participation in recommended educational options. One hundred sixty-nine parents of students who qualified for either the 2001-2002 or 2002-2003 Duke Talent Identification Program participated in the study. The students were drawn from two large public school districts and six small private schools in a large metropolitan area in the southwestern United States. Both quantitative and qualitative methods were used to identify the variables predictive of parental decision-making regarding talent search participation. Each parent completed a questionnaire consisting of both multiple-choice and open-ended questions. Selected parents participated in structured follow-up interviews. The results of the study indicated that parental perception of the helpfulness of school personnel in explaining the purpose and process of the talent search was most predictive of participation in the talent search. The educational level of the father, parent's prior awareness of the purpose and process of talent search, and the number of enrichment activities in which the child had previously participated were also predictive of talent search participation. Qualitative data indicated that parents of both participants and nonparticipants had a limited understanding of the purpose, diagnostic power, and potential benefits of the talent search. Very few parents chose to seek extracurricular or curricular/instructional options following the talent search testing. Qualitative data indicated that parents did not choose these options due to cost, logistical concerns regarding the special programs, and reservations about the developmental appropriateness of such options for middle school students. Although talent searches are sponsored and administered by organizations outside the local school, this study suggests that parents mostly rely on their local school for notification of their child's nomination, information on the purpose and benefits of talent search, interpretation of test scores, and guidance in selecting appropriate curricular or extracurricular follow-up.

This study examines multiple perspectives on the education of a group of fifteen Year 6 and Year 8 students identified as mathematically gifted and talented. The students’ mathematical experiences, both past and present are examined using evidence from school policy documents; student, teacher, and parent interviews; questionnaires; and classroom observations. The purpose of this case study was to seek understandings about awareness of the characteristics of mathematically gifted and talented students, the identification of and educational provisions for mathematically gifted and talented students, parental involvement, and school transfer. The group of fifteen students consisted of ten Year 6 students who transferred from primary school to a new school for Year 7, and five Year 8 students who moved to secondary schools for Year 9. These students had been identified by their school and teachers as gifted and talented in mathematics. This predominantly qualitative study is underpinned by an interpretive paradigm and influenced by a sociocultural philosophy of learning and teaching. The literature review presents the dilemmas, similarities, and differences that prevail in the field of gifted education. A more specific focus is given to the education of mathematically gifted students to highlight gaps in the field. This two-year study tracking a group of students provides a cohesive approach to understanding the educational provisions for students identified as mathematically gifted and talented in the New Zealand setting. The multiple case studies included interviews, questionnaires, documents, and observations. The research findings show that there is not a comprehensive understanding by schools and teachers about the characteristics of mathematically gifted students. Despite the documentation of a range of identification processes in school policies, a multiple method approach is not practised in many schools. Provision of appropriate programmes is variable and determined by factors such as school organization, identification, teacher knowledge and expertise, and resources. Parents play a key role in their children’s mathematics education as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. Schools, teachers, parents, and peers all contribute to the success of a student’s transfer from one phase of schooling to another; they support a student’s social and emotional well being and influence curriculum continuity in mathematics. This study provides insights into the various determinants of the development of mathematical talent. For New Zealand schools and teachers, it provides evidence that understanding the characteristics of mathematical giftedness is important and that identification processes must reflect this understanding. Provisions must be well considered and evaluated; the role of parents should be understood and valued; and home-school communications strengthened. Together, all stakeholders share a critical role in the education of mathematically gifted and talented students.

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

The aim of the study is to investigate early childhood teachers&rsquo / perceptions towards young gifted children and their self-reported needs for meeting needs of young gifted children. In order to reach this aim, interviews with 15 early childhood teachers were conducted. The interview questions were designed to explore three aspects of teachers&rsquo / perceptions on young gifted children: perception on giftedness as a concept, perception on characteristics of young gifted children and perception on gifted education. The findings of the study regarding these three aspects of early childhood teachers&rsquo / perceptions consistently showed that they perceive and define giftedness as a concept based on excellence in cognitive abilities of gifted children. Subsequently, cognitive characteristics which indicate high abilities in cognitive functions are stated most to define gifted characteristics. Related with that, early childhood teachers&rsquo / self reported practices in case of a gifted child in classroom consist mainly of individual studies to support high cognitive abilities of young gifted children. The findings regarding the needs of early childhood teachers in meeting the needs of young gifted children indicate that they have low self-efficacy beliefs in handling multidimensional educational needs of gifted children. They express their need for professional development and trainings with model practices. They also express the necessity of support in terms of time, material, resources, communication, collaboration and supervision in order to be able to practice the theoretical concepts they would acquire through means of professional development.

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

The VSB/UBC Transition Program is a Ministry of Education Provincial Resource Program for highly academically gifted young adolescents. Unique to British Columbia and Canada since its inception in 1993, the two-year program is currently housed on the UBC campus and affiliated with University Hill Secondary School. Despite an extraordinary range of hurdles - which are fully discussed and analyzed in this study - the eventual establishment of an early entrance to university program is seen as a remarkable accomplishment of educational leadership and organizational learning involving institutional partnerships, flexible governance and a shared commitment to academically gifted young people. The study examined the complexities of implementing a unique educational innovation for academically highly gifted young students in a university setting and in a provincial context which has not traditionally favored support for the highly gifted. The study had two phases. An historical narrative traced the development of this innovation and described how the current program model evolved in response to student needs. Documentary evidence based on original documents and interviews with program developers, implementers, and participants provided a multi-faceted perspective of the program's complex history and highlighted factors contributing to program success for students, as well as problems encountered along the way. Building upon this narrative, the second phase surveyed and then analyzed the views and expectations of students, parents, and staff as well as program planners at different stages of the program. These various perspectives were used to advance an understanding of how and why this unique program developed as it did, and how its participants variously responded to a wide range of expectations and needs to arrive at the current delivery model. The study concludes with a discussion of critical issues and documents the strengths and unmet needs of academically gifted students that have emerged over the course of the program's development. It culminates by providing an understanding of key elements related to program success for gifted youth together with recommendations for future program development and a broader array of programs and services for academically gifted students in secondary schools and post-secondary institutions in BC. The study ends by encouraging more support for educational innovations that respond to the developmentally unique needs of all students, and a commitment to on-going short term as well as longitudinal research on the Transition Program and its graduates.

The purpose of this study was to examine the relationship between gifted students’ perceived parents’ parenting styles living in a residential academy and socioeconomic status. It was also the purpose to investigate if a relationship exists between students’ perceived parents’ parenting styles and their gender. Parenting style was measured by a validated 60-question Parenting Style Questionnaire. The findings were unlike previous research and suggest that residential gifted students may perceive their parents’ parenting styles more negatively than average ability students. Participants did not perceive their parents’ parenting styles differently among socioeconomic status (SES) which is unlike previous research which uses socioeconomic status as a predictor of parenting style among non-gifted students (Pinderhughes, Bates, Dodge, Pettit, & Zelli, 2000) . Statistically significant differences were also found between gifted students’ perceptions of their mothers and fathers. It is the intention of this study to use the results as a starting point for others to investigate residential gifted students and dedicate more studies to gifted research. / Department of Family and Consumer Sciences

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

This study examines multiple perspectives on the education of a group of fifteen Year 6 and Year 8 students identified as mathematically gifted and talented. The students’ mathematical experiences, both past and present are examined using evidence from school policy documents; student, teacher, and parent interviews; questionnaires; and classroom observations. The purpose of this case study was to seek understandings about awareness of the characteristics of mathematically gifted and talented students, the identification of and educational provisions for mathematically gifted and talented students, parental involvement, and school transfer. The group of fifteen students consisted of ten Year 6 students who transferred from primary school to a new school for Year 7, and five Year 8 students who moved to secondary schools for Year 9. These students had been identified by their school and teachers as gifted and talented in mathematics. This predominantly qualitative study is underpinned by an interpretive paradigm and influenced by a sociocultural philosophy of learning and teaching. The literature review presents the dilemmas, similarities, and differences that prevail in the field of gifted education. A more specific focus is given to the education of mathematically gifted students to highlight gaps in the field. This two-year study tracking a group of students provides a cohesive approach to understanding the educational provisions for students identified as mathematically gifted and talented in the New Zealand setting. The multiple case studies included interviews, questionnaires, documents, and observations. The research findings show that there is not a comprehensive understanding by schools and teachers about the characteristics of mathematically gifted students. Despite the documentation of a range of identification processes in school policies, a multiple method approach is not practised in many schools. Provision of appropriate programmes is variable and determined by factors such as school organization, identification, teacher knowledge and expertise, and resources. Parents play a key role in their children’s mathematics education as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. Schools, teachers, parents, and peers all contribute to the success of a student’s transfer from one phase of schooling to another; they support a student’s social and emotional well being and influence curriculum continuity in mathematics. This study provides insights into the various determinants of the development of mathematical talent. For New Zealand schools and teachers, it provides evidence that understanding the characteristics of mathematical giftedness is important and that identification processes must reflect this understanding. Provisions must be well considered and evaluated; the role of parents should be understood and valued; and home-school communications strengthened. Together, all stakeholders share a critical role in the education of mathematically gifted and talented students.