Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 19, 2006. Dissertation Committee: John V. Godbold (chair), Mauro Toro-Morn, Larry D. Kennedy, John T. Goeldi. Includes bibliographical references (leaves 103-109) and abstract. Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 92-103). Also available on the World Wide Web.

According to research, the academically gifted child may not have his/her educational needs met in a classroom with his/her age mates. This study was an investigation of the impact of mentorship on academically gifted students in an attempt to adjust curriculum to reflect what the identified gifted child i s ready to learn. There is little theoretically-based research on the impact of mentorship on children with advanced academic capabilities. It was hypothesized that academically gifted students who received individualized instruction from a mentor would show positive changes i n motivation and that this teaching approach would further enhance their academic proficiency. Learning satisfaction would also be a result of participation in a mentorship program. A multi-case study methodology was employed, including four identified gifted students. Replication of results across cases illustrates an overall improvement in academic competency and motivation. The children involved learned a great deal, evolved as motivated students and had a noticeable sense of satisfaction from participating in the program. Conclusions justify the need for curriculum modification for academically advanced children. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

Recognizing the important role that classroom teachers play in the referral of students for possible gifted education in many U. S. schools, this study questioned elementary classroom teachers in grades K through 5 to learn about their perceptions of what "giftedness" is. Teachers responded to two questionnaires to define both their general and their specific perceptions of giftedness. Early in the school year the teachers chose from a list of twenty recognized giftedness traits the four that best defined the term for them In the spring, after the same teachers had referred specific students for testing for the gifted program, they selected the four most prominent gifted traits shown by each referred student. Results showed a teacher efficiency rate of 43.4%, equal to or above that of previous research. Among the four traits teachers most often selected as the ones indicating either general or specific giftedness to them, three were identical. Teacher years of experience, grade level taught by the teacher, and the presence or absence of gifted classes at the teacher's school did not significantly affect teacher perceptions of important traits. Student gender was a significant variable in selection of traits. The #1 trait for boys was advanced logic and problem solving ability; for girls it was advanced reading and/or writing ability. School socioeconomic level was also a significant variable. Teachers judged advanced logic and problem solving ability more important for the high or middle SES student than for the low SES student, whether they considered traits of giftedness in general or specific children. Student race/ethnicity was a significant factor also. Racial and ethnic minorities were referred and, generally, passed the screening in such relatively small numbers that the data did not lend themselves to further analysis. Teachers demonstrated consistency and efficiency in gifted identification. It was recommended that this school system address issues of possible gender and SES bias that might be influencing teachers' perceptions and that the system consider a method other than an IQ score as the final qualifying instrument for entry into the program for gifted students.

This study examined the developmental role of creativity on vocational and avocational interests of gifted students grades 7 to 12. Prior research has assumed that choices made by gifted and creative students were unique. This study was aimed at determining if there were relationships between background characteristics (age, sex and creativity) of gifted students and their preferences for leisure and work activities. Higher scores on creativity tests were significantly correlated with more leisure pursuits. The sample studied was significantly different from Torrance's norms. This sample's norms were presented. In this sample the overall creativity and leisure skills were highly correlated with component scores. Lower grade level was the most important factor in predicting certain leisure activities. Creativity was also a significant predictive factor. Male-female similarities emerged. Lower creativity was the most important factor in predicting certain vocational interests. Sex, grade level, and overall leisure were also significant factors. Some grade level differences and similarities were evidenced. Discussed are implications for future gifted programs, possible generalization limitations, and future cause-effect research.

Thesis (Ed.D.)--Boston University.

Thesis (M.A.)--York University, 2008. Graduate Programme in Clinical Developmental Psychology. / Typescript. Includes bibliographical references (leaves 65-70). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45944

The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children. / Department of Special Education