Thesis (Ph. D.)--University of Wisconsin--Madison, 1985. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 111-121).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.A. (Psychology) / One of the oldest problems in psychology, dating back to Galton in the 19th century, is the phenomenon of observed variations in intellectual performance. According to Messick (1973) over half a century of empirical research has uncovered a vast array of dimensions relating to aspects of cognitive functioning. buring this period intellectual giftedness was not the prime objective of theorists, with little attention being paid to this aspect of intellectual functioning. Research into intellectual giftedness is furthermore widely diversified with regard ~o conceptual definitions and methodology (Anastasi, 1965). In South Africa the emphasis has been placed on studies conducted at secondary school level (Coetzee, 19751 Duminy, 1960, Roos, 1983). As a result the cognitive and personality structure of the gifted adult is incomplete regarding theoretical and empirical aspects. The primary objective of the present study was to ascertain whether the cognitive and personality structure of intellectually gifted students differed from the cognitive and personality structure of intellectually average students. In order to investigate the problem a random sample was drawn of registered students (both past and present) at the Rand Afrikaans University. These students were allocated to one of five categories according to their score (I.Q) on the New South Africa.n Group Test of Intelligence •

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of artistically talented students with additional means to plan and cater for the educational needs of artistically talented students. Teacher and student accounts of the visual art classroom in this study indicated that identification processes for artistically talented students are unclear and contradictory. Furthermore, teacher and student accounts of their experiences presented a wide variety of conceptions of the visual art classroom and point towards an individualised approach to learning for artistically talented students. This study also discovered a mismatch between assessment practices in the subject visual art and assessment of art in the ‘real world’. Specifically, this study proposes a renewal of programs for artistically talented students, and recommends a revision of current procedures for the identification of artistically talented students in visual art classrooms.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

No description available.

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.

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