This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program recognizes students under the age of 18 who have completed a significant piece of original work in one of six fields: science, technology, mathematics, music, literature, or philosophy. Parents of four of the Fellows also participated in the multiple-case study, which used semi-structured phone interviews to gather data. The cross-case analysis of this multiple-case study revealed that the Fellows traveled multiple pathways to success. Each Fellow and his family took advantage of different educational options, formal and informal. No consistent educational programming existed across participants from different schools in different areas of the country, except AP® courses and science fairs. The Fellows encountered a number of different negative catalysts in the environment, including a lack of challenge in the public schools, inconsistent treatment by teachers and administrators, variable availability of challenging school and extracurricular opportunities, difficulties with peers, and challenging logistical arrangements necessary for participation in extracurricular opportunities. The strength of these negative catalysts was offset by a number of protective factors, or positive catalysts. The positive catalysts were both strong and numerous in each of the Fellows. Each Fellow presented evidence of very high ability. They were healthy. They were raised in supportive learning environments that encouraged taking risks, striving for excellence, and improvement over earning good grades. They had multiple supportive adults in their lives: parents, teachers, and mentors who created a layered support system. When one adult was not available, there were others on whom the student could depend in a crisis. The parent relationship was particularly strong. Each Fellow reported, and each of the parents confirmed, a uniquely supportive relationship with their parents marked by mutual respect and admiration. Each Fellow presented strong motivation for his work. Each displayed a candid awareness of his own strengths and weaknesses, and a willingness to confront and apply himself to remedy weaknesses. They all presented compelling evidence of a tenacious perseverance. Stronger than the negative catalysts, these positive catalysts worked in concert to protect the individual against failure or resignation.

Questionnaires were sent to parents of three hundred and fourty six year 7 and 8 students attending an independent, comprehensive school. Parents were asked to indicate the nature and extent of talent they believed their child possessed. Their replies were used as the basis for the range of talents - some fifty two areas - considered in this study. The questionnaire, together with questionnaires given to students and teachers, also served to identify seventy five exceptionally talented children. The talent areas were grouped into talent 'clusters' and students representing each cluster were selected for interviews. During the interviews, parents were asked whether their son had previously been identified as exceptionally talented, and what they perceived to be the educational needs of their son. These needs were looked at in terms of the formulation of a differentiated curriculum for exceptionally talented children. The curriculum is described mainly in terms of three teaching modes traditionally associated with gifted children : grouping, acceleration and enrichment. Each of these is explored in relation to the stated needs of the students and their consequent applicability to designing curricula for these students.

Most departmental policy statements on the education of gifted and talented students recommend their retention, where possible, in mainstream classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in WISC-R subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students' cognitive style and teachers' identification methods, and between students' cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.

<p><p>An issue of ‘talented people’ has been discussed for many years. Many companies consider talented employees to be the main factor of gaining competitive advantage over their competitors. This is mostly due to the fact that talented people are perceived as those who are of great value for an organization.</p><p>Nowadays, behaviors such as cooperation and teamwork play an important role, not only among members of an organization but also between organizations. The purpose of my research is to study the characteristics of talented people and their working style in today’s business world. Furthermore, the other aim is to present the method applied with a view to support and stimulate talents to collaborate with others.</p>To answer the research question: ‘Talented people in a today’s organization; in particular, how to support and stimulate them to work in team’, qualitative approach has been adopted. I have collected and analyzed data by having interviews, doing surveys, and gaining knowledge from literature. Most of participants had management positions and supervised an executive team, in particular, from the field of environmental companies. The research has proved that nowadays talented people have specific characteristics and handle matters their own way. In order to support and stimulate them to work in a team, trust and creating motivation are necessary. To some extent, leaders should stimulate talents to collaborate together, but, on the other hand, they ought to allow them to work on their own, depending on their professions and personality. Nevertheless, in my study I focused on the area of team work. A suggestion of team dynamic developing process for talented people to perform successful team work has been concluded in the last part of the thesis.</p>

An issue of ‘talented people’ has been discussed for many years. Many companies consider talented employees to be the main factor of gaining competitive advantage over their competitors. This is mostly due to the fact that talented people are perceived as those who are of great value for an organization. Nowadays, behaviors such as cooperation and teamwork play an important role, not only among members of an organization but also between organizations. The purpose of my research is to study the characteristics of talented people and their working style in today’s business world. Furthermore, the other aim is to present the method applied with a view to support and stimulate talents to collaborate with others. To answer the research question: ‘Talented people in a today’s organization; in particular, how to support and stimulate them to work in team’, qualitative approach has been adopted. I have collected and analyzed data by having interviews, doing surveys, and gaining knowledge from literature. Most of participants had management positions and supervised an executive team, in particular, from the field of environmental companies. The research has proved that nowadays talented people have specific characteristics and handle matters their own way. In order to support and stimulate them to work in a team, trust and creating motivation are necessary. To some extent, leaders should stimulate talents to collaborate together, but, on the other hand, they ought to allow them to work on their own, depending on their professions and personality. Nevertheless, in my study I focused on the area of team work. A suggestion of team dynamic developing process for talented people to perform successful team work has been concluded in the last part of the thesis.

Abstract This study applies qualitative and quantitative research to investigate the relationship and effects off-campus performances have on students, teaching activities, school administration, and social education. Data was collected in the form of questionnaires and interviews. The questionnaires targeted the 2nd and part of first and third graders of music-talented classes of the seven senior high schools in southern Taiwan. Besides, interviews of teachers and administrators were given to compare each school¡¦s performance styles so as to research the phenomenon of off-campus concerts and operation. The results of this study are as follows: 1. Students¡¦ recognition and satisfaction towards off-campus performances are in direct ratio with students¡¦ involvement 2. Excellent off-campus concerts represent successful music instruction while successful music instruction reflect directly on high performance level at concerts 3. Off-campus performances should be supported by school administration, while school administration exhibits its function in the performances. 4. The styles and repertoires of off-campus concerts manifest each school¡¦s genre. 5. Off-campus concerts function as social education through student appreciation, demonstration and involvement. 6. Each of the seven targeted schools has unique characteristics in off-campus performances and instruction. It is the intention of this study to pose suggestions for the reference of teaching activities, administrators, and concerts of music-talented class. Keywords: senior high school music-talented class, off-campus performances, operation

This thesis explores the experiences of school for gifted and talented adolescents in New Zealand. The foci of inquiry are a) what it is like to be gifted and talented in a New Zealand schooling context, and b) the understandings of a group of students, their parents and teachers, about the achievement and underachievement of gifted learners. The research relates specifically to a group of 11 gifted and talented students, their experiences and ideas about what it means to be gifted and talented and to achieve as gifted and talented learners. Adopting a qualitative, phenomenological methodology, the voices of the students were prioritised in the research process and thesis writing. Semi-structured interviews are the main source of data. Multiple interviews were conducted with the adolescent participants over a period of 18 months, within their first two years of secondary schooling, and with their parents and teachers. Written reflections by the students provide supplementary data. The thesis explores and problematises understandings of achievement and underachievement that are presented in literature and were held by the research participants. The implications of these understandings on the decisions that gifted adolescents make, about what constitutes achievement and whether and how they seek to achieve in school, are highlighted. The essences of the lived schooling experiences for the gifted and talented adolescents in this study are drawn together and summarised in three main themes. The first theme relates to culture and context and how this influenced the students’ understandings about what it meant to be gifted and talented within the particular socio-cultural milieu of a New Zealand school. The participants showed an understanding of the preferred New Zealand values of modesty and the downplaying of any perceived advantages. The second theme relates to the concept of ‘potential’ as an enigma and a nebulous term that is assumed to mean different and particular things for gifted and talented learners. It is argued that it is not theoretically sound to structure definitions of underachievement for gifted learners around the idea of ‘not reaching your potential.’ The third theme relates to the negotiation of adolescent identities. Being gifted and talented added to the complexities around identity development for the students who participated in the study, as they worked to find their fit within the socio-cultural context of a New Zealand school. Four different identity profiles are developed to provide an illustration of the variation and complexity of gifted and talented students’ identity negotiations. There is little research literature that centres on the lived experiences of gifted students within New Zealand society. This study seeks to address this gap. The research and theorising from this thesis will add to the growing research base in New Zealand on educating gifted and talented learners. Readers of the thesis, who may include a range of education professionals, are invited to draw implications from the study about the experiences and achievement of gifted adolescents and relate the findings to their knowledge and understanding of gifted and talented learners, within their own work situations and cultural contexts.

A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT. / Department of Educational Administration and Supervision

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988