<p>The purpose of this study is to <a>understand</a> achieving and underachieving honors students’ perceptions and experiences of their talent development process. Students currently enrolled in the Honors College <a>at</a> research-intensive public university in the Midwest participated in this study. Gagné’s Differentiated Model of Giftedness and Talent (DMGT, Gagné, 2009) was used as a conceptual framework with a sequential explanatory mixed methods research design. In the quantitative phase, the Academic Talent Development Factor Survey was redeveloped to measure honors students’ perceptions and experiences of their academic talent development in terms of four components of DMGT: gifts, intrapersonal catalysts, environmental catalysts, and developmental process. A total of 174 honors students were assigned to two groups: achieving (<i>n</i> = 143) and underachieving (<i>n</i> = 31) groups. The redeveloped survey showed an acceptable model fit but should be improved to accomplish reasonable reliability and validity. The National Survey of Student Engagement (NSSE, 2011) was used to determine whether honors students with underachievement are less exposed to good practices for undergraduate education (Chickering & Gamson, 1999) than their peers who maintain high academic performance. </p> <p>In the quantitative phase, discriminant analysis and chi-square test results did not yield appreciable differences in pre-college characteristics including gender, ethnicity, and SAT/ACT scores between two groups. In terms of four components of DMGT, discriminant analysis results revealed that developmental process, environmental catalysts, intrapersonal catalysts were statistically significant factors to determine differences between achieving and underachieving honors students in this study. Additionally, discriminant analysis results indicated that achieving and underachieving honors students showed high level of exposure to good practices. The differences between two groups were significant with good practices including (a) faculty interest in teaching and student development, (b) quality of non-classroom interaction with faculty, (c) academic challenge and effort, and (d) challenging classes and high faculty expectations. </p> <p> In the qualitative phase, in-depth interviews were conducted to investigate similar and different patterns between achieving and underachieving honors students. Interview data from eleven achieving students, four underachieving students, and three honors advisors/staff were analyzed. From the student interviews, four composite textural themes and four composite structural themes were identified. From the interviews with staff/advisors, four composite textural themes and four composite structural themes were identified. Qualitative analysis results supported the findings from the quantitative phase and provided detailed picture of participants’ perceptions and experiences. Both achieving and underachieving students confirmed their natural ability but understood the importance of effort, task commitment. Honors students in the achieving group showed clear purpose of being honors students, focused on benefits, and anticipated opportunities in their academic talent development in the honors college Underachieving honors students did not share the same expectations. Honors students in the underachieving group viewed benefits as either unimportant or as additional work. Since few studies exist related specifically to the talent development process of honors students, this study adds to the literature and understanding of underachievement in honors college.</p>

Understanding how emotions influence motivation among students is critical to the talent development process. Research shows that certain emotions elicit an approach motive while other emotions elicit an avoidance motive. This study explored emotional disposition and fear of failure among undergraduates enrolled in honors college (n = 63) compared to undergraduates enrolled in regular college courses (n = 296). Results suggest that dispositional shame is positively correlated with fear of failure; however, neither gender nor enrollment in honors college predict fear of failure beyond dispositional shame. Students enrolled in honors college do not differ on measurements of shame and fear of failure compared to students not enrolled in honors college. In general, female undergraduates were more likely to report experiences of shame, guilt, fear of shame and embarrassment, and fear of devaluing one's self-estimate than their male peers. The findings are discussed in light of a need to understand high-ability college students.

This qualitative research project is a three publishable articles dissertation that centers on two counternarrative-based case studies on The Calculus Project, a school-based program that is a Counternarrative Generator — a program that has produced hundreds of living counternarratives since its conception. The focal population of living counternarratives within this research project is young men of African descent who have achieved high mathematical outcomes in secondary education. The research design for Article 1 is a standard literature review that serves as a Practitioners Guide for secondary educators focusing on school-based ideologies, systems, and methodologies that produce high academic outcomes for males of African descent. Article 2 is a single-instrument, narrative case study that tells the story of The Calculus Project from the vantage point of the founder, Dr. Adrian Mims, from vision to program implementation. Article 3 is a narrative, collective case study which tells the story of The Calculus Project from the vantage points of three tiers of young men of African descent — participants in their final year of the program (Tier 1) and program graduates who are either in college (Tier 2) or have graduated from college (Tier 3) — that reveal personal testimonies regarding the powerful impact The Calculus Project had on the young men. Through careful data analysis, there were three observed themes in Article 2, seven observed themes in Article 3, and an observed overlap between the desired aims of the founder and the actual impact the program had on the participants. / 2029-07-31T00:00:00Z

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This study examines the experiences of high-achieving talented undergraduate Black women inside and outside the classroom at a predominantly white urban university. Much of the higher education research studies how college affects students and how they develop psychosocially during their undergraduate experience. Using a series of semi-structured qualitative interviews with undergraduate honors students, this study examines how Black women make meaning around their experiences in their social and academic lives at college. Intersectionality is used as a theoretical framework to analyze participants’ experiences and to consider the salience of their intersecting racial, gender, and academic identities. Results indicated that inside the classroom participants were spotlighted and felt they were the representatives for their identity groups. In campus life, they were isolated and faced microaggressions from peers. Participants described their intersectional race x gender x academic identity as most salient in their experiences at college. Implications discuss strategies for creating more inclusive academic and social environments and future research for high-achieving undergraduate Black women. / Urban Education

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Si les héros peuplant la mythologie grecque sont particulièrement connus, les héros historiques, eux, le sont beaucoup moins. Pourtant le phénomène dit d'héroïsation concerna de nombreux personnages. Cette étude propose de se pencher sur ces personnages à l'existence historique avérée, qui se virent reconnaître le statut de héros et qui accédant ainsi à la sphère divine bénéficièrent d'honneurs mais également de cultes. Cette étude se propose également de comprendre l'ensemble de ces rites en rapport avec les héros et l'héroïsation. Elle présente aussi l'évolution que connu ce phénomène pendant toute la période allant de l'époque archaïque au IIIe siècle ap. J. -C. mais également met en lumière les différences et les points communs entre les différentes régions et cités qui composèrent l'ensemble du monde grec. Cette étude tente également d'en apprendre plus sur l'identité de ces personnages qui pour nombre d'entre eux restent inconnus de la « grande Histoire ». Pourtant ces personnages méritent une attention toute particulière car leur étude éclaire singulièrement et permet une bien meilleure compréhension de la vie religieuse des Grecs de l'Antiquité. / If the heroes of Greek mythology are particularly well known historical figures themselves, are much less. Yet the phenomenon known as heroization concerned many characters. This study proposes to examine these characters for whom the historical existence is proven, and who had been assigned the status of heroes and thus accessing to the divine sphere benefited honors but also cults. This study also aims to understand all of these rites in connection with the hero and heroization. It also presents the evolution knew by this phenomenon during the period from the Archaic period to the third century AD. But also highlights the differences and similarities between the different regions and cities that composed the entire Greek world. This study also tries to learn more about the identity of these characters, who, for many of them remain unknown of the "great history." Yet these characters deserve special attention because their study singularly clarifies and provides a much better understanding of the religious life of the ancient Greeks.

Made available in DSpace on 2016-04-26T20:24:12Z (GMT). No. of bitstreams: 1 Jose Antonio Encinas Manfre Filho.pdf: 730574 bytes, checksum: 39f8b7490db16b47db424c82c5043445 (MD5) Previous issue date: 2016-02-26 / The scope of this study refers to the processing of the offense from qualifying insult by prejudice specified in the third paragraph of Article 140 of the Criminal Code, based on historical approaches regarding the entitlement to honor, in constitutional legal seat and over the treatment given to offense of libel through the prevailing criminal law degrees in Brazil, we even include the steady the current forecast the Criminal Code. Also, issues to consider as the practice of such conduct, although driven by the breach of subjective honor of the offended individual part may project the effects with respect to that legal interest, well as an unknown group of people, echoing on a wider scale at the community. Further more as a result of advance human media, such as the case with the Internet aspects that allows you to admit the idea of mishandling to collective honors. Based upon these premises, they are also seen deployments, such as the possibility, through the injury, express themselves an intolerance scope and hate aspect into vogue nowadays even more owing to racially issue, prejudiced, involved in such way of behaving . Eventually, based on the assumption proportionality, to veneer of the necessity of effective protection from legal assets, admitting themselves changes in legislation, in case concerning the criminal action aimed at the processing from a discriminatory insult / O escopo deste trabalho se refere ao tratamento do delito de injúria qualificada pelo preconceito, previsto no parágrafo terceiro do artigo 140 do Código Penal, pautado em abordagens históricas acerca do direito a honra, em sede constitucional, bem como sobre o tratamento dado ao crime de injúria ao longo dos diplomas penais vigentes no Brasil, até se chegar à previsão atual constante do Código Penal. Ainda, aborda-se como a prática dessa conduta, embora alicerçada pela violação da honra subjetiva do ofendido, aspecto individual, pode projetar as consequências em relação a esse interesse jurídico também de um grupo indeterminado de pessoas, reverberando em maior escala na coletividade, ainda mais em virtude do avanço dos meios de comunicação humanos, como é o caso da Internet, aspectos que permitem seja admitida a noção de maltrato a uma honra coletiva. Com base nesses pressupostos, também são vistos desdobramentos, como a possibilidade de, por meio da injúria, expressar-se escopo de intolerância e ódio, aspecto em voga nos dias atuais, ainda mais devido à questão racial, preconceituosa, envolvida nessa forma de comportamento. Por fim, calcado no postulado da proporcionalidade, na faceta da necessidade de proteção efetiva de bens jurídicos, admitirem-se mudanças na legislação, no caso, a respeito da ação penal voltada ao processamento do delito de injúria discriminatória