• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 59
  • 39
  • 16
  • 12
  • 7
  • 6
  • 5
  • 4
  • 2
  • 2
  • 1
  • Tagged with
  • 163
  • 65
  • 45
  • 43
  • 42
  • 40
  • 39
  • 39
  • 38
  • 34
  • 29
  • 27
  • 27
  • 27
  • 26
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Gifted Children's Communication about Bullying: Understanding the Experience

Jumper, Rachel Leah 2009 December 1900 (has links)
The purpose of this study was to examine gifted middle school children's communication about bullying. Using both quantitative and qualitative methods, differences between gifted and non-gifted children regarding amount and type of bullying experienced were examined, as well as specifically exploring gifted children's communication about bullying. A total of 344 students, 145 boys and 199 girls, participated in the quantitative survey. These children completed The Olweus Revised Bully/Victim Scale. Children completing the survey were asked questions regarding the types, amounts, locations, and disclosure of bullying. These responses were analyzed through chi-square tests and analysis of variance. A total of 26 gifted children, 13 boys and 13 girls, participated in the focus group/interview. These children were asked to answer questions regarding what bullying consists of when it occurs, who it happens to, and who they talk to about bullying. The data from the focus groups was transcribed and a grounded approach was used to discover themes. Quantitative analysis revealed that gifted children reported higher rates of weekly bullying than other children. Gifted children reported experiencing higher amounts of name calling than other children, but there are no other differences regarding different forms of bullying. Gifted children were not more likely to tell adults about bullying, but were more likely to disclose bullying to peers than other children. Finally, it was found that children having at least one good friend were less likely to be bullied. Qualitative results led to the emergence of several themes discussed by gifted children. Gifted children reported on the complexities of bullying, the importance of adults in preventing the occurrence of bullying, the likelihood of people who are "different" being bullied, and the internal sadness of bullies. Additionally, trust emerged as an important theme for telling others about bullying. Parents, teachers, and friends were all seen as possible avenues for disclosure, but each had advantages and disadvantages. Results highlight the importance of recognizing gifted children as particularly vulnerable to bullying. Additionally, the present study reveals the importance of adults in preventing bullying, as well as the critical role peers can play in buffering the effects of bullying.
2

Psychologické souvislosti mimořádného hudebního nadání u dětí / Psychological Connections of Exceptional Music Gift of Children

Sailerová, Veronika January 2012 (has links)
The theoretical part of the thesis discusses the key topics of researching musical talent. After an introductory chapter, which discusses giftedness in general, the focus turns to defining the basic concepts of musical giftedness, classifying musical abilities, and looking at the issue from historical perspective, and also the possibilities of identifying musical abilities and developing them further. The subsequent part explores the most important factors which influence musical talent: social environment, musical and personal factors. The empirical part is based on qualitative research of musicians with exceptional musical talent. Using case studies, it tries to show a specific form of musical talent and its individuality, as well as possible ways in which it can be manifested, thus complementing the findings of the theoretical part.
3

Is giftedness being identified among students in poverty?

Lorenzo, Jody C. 20 August 2007
Limitations may exist in the current practices to assess and identify giftedness, particularly among children of poverty (Davis & Rimm, 2004; Slocumb & Payne, 2000). The purpose of this study was to examine educators perceptions about the concept of giftedness, specifically if children of poverty are being adequately identified in the recruitment process for enrichment programs. An adapted version of the survey entitled, Assumptions Underlying the Identification of Gifted and Talented Students (Renzulli, Brown, & Gubbins, 2005) was distributed to approximately 500 administrators, classroom teachers, and resource room/learning assistance teachers of elementary schools in a large urban school division. There were 101 respondents. The survey consisted of twenty-five statements, utilizing a five point Likert scale, exploring teachers perceptions of assessment practices used to identify gifted and/or talented students. Respondents were also invited to convey their personal professional opinions regarding giftedness by answering a series of open-ended questions. <p>Descriptive analyses (e.g., mean, standard deviation) of continuous variables (e.g., years of experience), and frequency distributions of categorical variables (e.g., school setting, current position) were conducted. Analyses of variance (ANOVAs) were conducted for comparisons among the average responses (i.e., teacher responses, administrator responses) for each factor. In addition, Pearson correlations were also conducted to investigate relationships between dependent variables (e.g., the factors) and independent variables (e.g., age, years of experience). Open-ended questions were categorized with consideration to common themes based upon the responses of the participants and analyzed using descriptive analyses. The culminating examinations and interpretations indicated that educators believe the processes of defining and identifying giftedness among students in poverty are flawed and restrictive. Furthermore, the responses were indicative of educators desires to embrace giftedness in a variety of contexts and domains.
4

Is giftedness being identified among students in poverty?

Lorenzo, Jody C. 20 August 2007 (has links)
Limitations may exist in the current practices to assess and identify giftedness, particularly among children of poverty (Davis & Rimm, 2004; Slocumb & Payne, 2000). The purpose of this study was to examine educators perceptions about the concept of giftedness, specifically if children of poverty are being adequately identified in the recruitment process for enrichment programs. An adapted version of the survey entitled, Assumptions Underlying the Identification of Gifted and Talented Students (Renzulli, Brown, & Gubbins, 2005) was distributed to approximately 500 administrators, classroom teachers, and resource room/learning assistance teachers of elementary schools in a large urban school division. There were 101 respondents. The survey consisted of twenty-five statements, utilizing a five point Likert scale, exploring teachers perceptions of assessment practices used to identify gifted and/or talented students. Respondents were also invited to convey their personal professional opinions regarding giftedness by answering a series of open-ended questions. <p>Descriptive analyses (e.g., mean, standard deviation) of continuous variables (e.g., years of experience), and frequency distributions of categorical variables (e.g., school setting, current position) were conducted. Analyses of variance (ANOVAs) were conducted for comparisons among the average responses (i.e., teacher responses, administrator responses) for each factor. In addition, Pearson correlations were also conducted to investigate relationships between dependent variables (e.g., the factors) and independent variables (e.g., age, years of experience). Open-ended questions were categorized with consideration to common themes based upon the responses of the participants and analyzed using descriptive analyses. The culminating examinations and interpretations indicated that educators believe the processes of defining and identifying giftedness among students in poverty are flawed and restrictive. Furthermore, the responses were indicative of educators desires to embrace giftedness in a variety of contexts and domains.
5

Metacognition Among Students Identified as Gifted or Nongifted Using the DISCOVER Assessment

Leader, Wendy Shaub January 2008 (has links)
Metacognition is an umbrella term that encompasses many related constructs about the knowledge and regulation of one's own thinking processes. Metacognitive knowledge about memory and attention has been found to correlate with intelligence levels and has been viewed as one component of giftedness. In this paper, definitions of both metacognition and giftedness are explained and situated in context so that the relationship between the two may be explored further. I also describe traditional and nontraditional methods of identifying children as gifted. While previous studies of metacognitive differences between gifted and nongifted children have been based on students traditionally identified as gifted, my study employed a non-traditional identification method, the DISCOVER assessment. In the study, I examine metacognitive knowledge about three elements: memory, attention, and decision making, in gifted and nongifted second-graders through an interview. The two main purposes of the study were to explore metacognitive knowledge about decision making, which had not been studied previously, and to see if varying the method of identification for giftedness would affect the metacognitive advantage for gifted children found in prior studies. No significant differences were found among the types of metacognitive knowledge studied. Statistically significant differences were found between the scores of gifted and nongifted children, with gifted children demonstrating greater ability to articulate their metacognitive knowledge. A qualitative discussion of students' responses illustrates areas in which the two groups of children differed in their understanding of their own thinking.
6

Hidden Giftedness, Racial Inequity, and Underidentification in Gifted Programming across a Large Northeastern Metropolitan Area

Armstrong, Jr., John, 0000-0002-6656-1703 January 2021 (has links)
This study examined the existence of implicit racial bias among public school teachers within the gifted referral process. Public school teachers from urban, suburban, and rural school districts surrounding a large northeastern city were be provided vignettes of gifted students demonstrating “typical” and “hidden” giftedness. The names and races of students within the vignettes were randomized to represent either a White male student or a Black male student. Univariate and multivariate analyses were utilized to determine the existence of significant differences in perceptions of giftedness and need for referral among teachers. In contrast to the hypotheses of the study, vignettes describing Black “typically” gifted students were rated as significantly higher than White “typically” gifted students. Black students also did not experience a significant decrease in ratings of giftedness and need for referral when described as “hidden” gifted. Lastly, results demonstrated a significant interaction where White students experienced a significant increase in both ratings of giftedness and need for referral when described as showing signs of “hidden” giftedness compared to their White “typically” gifted counterparts. Further discussion of these results along with imitations and considerations, most importantly the presence of social desirability bias, can be found at the end of this work. / School Psychology
7

Combative creativity: resistance to cognitive fixation effects in an idea generation task

Woodward, Robert Steven 01 November 2005 (has links)
This study investigated whether individuals identified as highly creative can resist a cognitive fixation tendency brought upon by the introduction of examples prior to an idea generation task. Ninety-eight subjects, ranging in age from twelve to seventeen and participating in Texas A&M University??s Youth Adventure Program for gifted students, comprised the sample. All took the Thinking Creatively with Sounds and Words test and were divided into three creativity groups (high, middle, and low) based on originality scores. A proportional stratified random sampling procedure was implemented to ensure equal representation for experimental and control groups. The subjects were then presented an experimenter-designed idea generation task, patterned after Smith, Ward, & Schumacher (1993), that called for them to generate ideas for a chair of the future. The experimental group viewed examples prior to task onset that all included three specific features relevant to the design of a chair (adjustable lever, four legs, drink holder). The control group did not view any examples prior to task onset. Conformity effects were measured in relation to the proportion of the features in the examples that were included in the ideas generated by the subjects. Chi-square and a model generated analysis of variance procedure were used to determine if there were any significant direct or interaction effects for both the creativity and treatment groupings on the construct of conformity. The results demonstrated that subjects in the control group conformed at a significantly lesser rate than the experimental one, across all creativity groupings. A significant difference was also found between the high and low creativity groups for conformity. The ANOVA data additionally discovered a significant interaction effect between the variables of treatment condition and creativity grouping, indicating that the interplay of these two variables influenced results. Finally, the conformity rate of those individuals with the highest level of creativity, true to the linear nature of the initial polynomial trend contrast, were, on average, the lowest observed scores.
8

Promoting Independence in Learning of Gifted Adolescents

Ward, Faye Caroll Crawford 04 1900 (has links)
<p>Although this project refers to theory and literature about giftedness and independent learning, it is based primarily on narratives of classroom experience. The key belief is that the best way to build on the strengths and meet the needs of adolescent gifted learners is for the teachers involved to create a classroom learning climate and curriculum which coaches those students towards independent learning. Such a climate and curriculum provide opportunities for gifted adolescents to reach their potential.</p><p></p><p> An adaptable and practical three-stage model for designing such a curriculum is provided. By integrating self- and teacher assessment and evaluation throughout three stages of curriculum, the model provides opportunities for students to develop the skills necessary for independent learning.</p><p></p><p> Three narratives of my own experiences in using the three-stage model outlined above are provided. The three situations include the role of classroom teacher of OAC English, co-author of a literature anthology and teacher resource for grade nine destreamed English classes, and facilitator of an Interdisciplinary Autonomous Learner programme for gifted/highly able adolescent learners. Thus, the three-stage curriculum model has been used and shown to be effective.</p><p></p><p> My own, and my students' experiences in using the model, and the common ground discovered in all three roles, form the basis of the recommendations being made in the final chapter. Practical recommendations are made to teachers who are interested in implementing a curriculum which promotes independent learning for gifted adolescents.</p> / Thesis / Master of Arts in Teaching (MAT)
9

Comparison of cognitive, psychosocial, and adaptive behavior profiles among gifted children with and without Autism Spectrum Disorder

Doobay, Alissa F. 01 December 2010 (has links)
The diagnostic category of autism has been extensively investigated over the past 65 years since the condition was first described by Dr. Leo Kanner (1943), making it one of the most validated psychological disorders. Research has examined the characteristics of children with autism spectrum disorder (ASD) across a variety of domains, including diagnostic symptomology, intellectual profiles, adaptive behavior, and psychosocial functioning. However, there exists a paucity of empirical research on intellectually gifted children with ASD. The goal of the current study was to compare the psychometric profiles of gifted youth with and without ASD across the domains of intellectual functioning, psychosocial/behavioral functioning, social skills, and adaptive behavior using an empirical, group study design. It was hypothesized that, in comparison to the group of youth without ASD, the group of youth with ASD would demonstrate equally strong verbal and nonverbal intellectual abilities with relatively poorer processing speed, poorer adaptive functioning skills, more psychosocial/behavior concerns, and poorer social skills. Data from 81 school-age youth who had been identified as intellectually gifted were included in the present study. Forty of the participants in this study met DSM-IV-TR diagnostic criteria for ASD; the remaining 41 participants did not meet diagnostic criteria for an Axis I or Axis II psychological disorder. Statistical analyses included independent-samples t tests and split-plot analyses. Results of the current study demonstrate that statistically significant differences exist between gifted youth with and without ASD in the areas of processing speed, adaptive functioning, psychosocial/behavioral functioning, and social skills, despite equivalent verbal and nonverbal intellectual functioning. The current study is unique in that it is the first to examine these domains of functioning and make empirical comparisons of characteristics among gifted individuals with ASD using a group study design. Importantly, this study has significant implications for diagnosis of ASD and will provide an empirical foundation upon which to develop effective classroom interventions to best meet the unique needs of this twice-exceptional population.
10

Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions

Erdimez, Omer, Erdimez, Omer January 2017 (has links)
The purpose of this study was to detect Turkish pre-service elementary school teachers' perceptions of giftedness and factors affecting their referral decisions through eleven profiles (scenarios) originally created by five experts in the field of gifted education and semi-structured interview questions created for this study. The original profiles were translated from English to Turkish and adapted to be more relevant to Turkish culture. These profiles were named as Student Profiles Survey in this study. The profiles were varied based on characteristics embedded in each profile and I was able to create eight versions (pile) of the Student Profiles Survey. Profiles in each version (pile) of Student Profiles Survey differed from each other based on the characteristics embedded in each profile. Participants of the study were Turkish pre-service elementary school teachers who were attending two colleges of Education at Gaziantep University, namely Gaziantep College of Education and Nizip College of Education. A total of 204 Turkish pre-service elementary school teachers participated in the study and filled out the different versions of Student Profiles Survey. Approximately 25 pre-service teachers filled out each version of Student Profiles Survey. In addition, 16 of the pre-service teachers were asked for a follow-up interview. The convergent parallel mixed-methods design was used to shed light on the research questions. The findings from quantitative and qualitative analyses were combined to support each other and to better investigate Turkish pre-service elementary school teachers' perceptions of giftedness and factors affecting their referral decisions. The results of this study indicated that Profile 11 was the most appropriate and Profile 4 was the least appropriate profile for Turkish pre-service elementary school teachers' perceptions of giftedness. Turkish pre-service elementary school teachers explained their reasons for including the students in the profiles to gifted education programs mostly based on the personal, academic, and social characteristics of the students embedded in the profiles but they did not often referred students' characteristics when they were explaining their reasons for exclusion. Rather than explaining their reasons based on characteristics of the students, Turkish pre-service teachers increased their expectations and created excuses to underestimate the potentials of the students in the profiles when they were asked to explain their reasons for exclusion. The results of factorial ANOVAs indicated that Turkish pre-service elementary school teachers' referral decisions were influenced by the following factors: Students’ and pre-service teachers’ gender, students' ability areas, personality traits of the students, words describing the student, and students' length of passion.

Page generated in 0.0682 seconds