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Sunday, May 3, 2020 | History

4 edition of A study of the effects of a congregated program on the self concepts of gifted adolescents found in the catalog.

A study of the effects of a congregated program on the self concepts of gifted adolescents

A study of the effects of a congregated program on the self concepts of gifted adolescents

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  • 28 Currently reading

Published by National Library of Canada = Bibliothèque nationale du Canada in Ottawa .
Written in English

    Subjects:
  • Self-perception.,
  • Gifted teenagers.,
  • Adolescent psychology.

  • Edition Notes

    StatementPaul Wright.
    SeriesCanadian theses = Thèses canadiennes
    The Physical Object
    FormatMicroform
    Pagination3 microfiches.
    ID Numbers
    Open LibraryOL22049618M
    ISBN 100612164780
    OCLC/WorldCa224105604

    All rivers lead to the sea: A follow-up study of gifted young adults This article is a follow-up study of gifted students in the Early Entrance Program (EEP) at the University of Washington, National Merit Scholarship Finalists and students who qualified for EEP, but didn't participate and how they viewed their academic decisions later in life.   Understanding Gifted Adolescents: Accepting the Exceptional addresses the basis of exclusive education for gifted adolescents from the theoretical perspective of social identity. Using the lens of social identity theory and adolescent development related to giftedness, this book builds the case for a curriculum for gifted : $

    ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.   Gifted children are more prone to depression, self-harm, overexcitability, and learning deficits. A gifted student might be so paralyzed by her own perfectionism, say, that she refuses to .

      This study makes an original contribution to the field of self-study by highlighting the processes and complexities of young adolescents’ self-constructions. Through the innovative use of narrative methods and an inter-disciplinary approach, the voices of gifted young adolescents Cited by: 1. (adapted from Renzulli & Reis, , p. 9) The United States federal government also subscribed to a multifaceted approach to giftedness as early as when the Marland Report definition was passed (Public Law , section ). The Marland, or “U.S. Department of Education,” definition has dominated most states’ definitions of giftedness and talent (Passow & Rudnitski, ).


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A study of the effects of a congregated program on the self concepts of gifted adolescents Download PDF EPUB FB2

This study investigates the change in social self-concept among adolescents participating in a summer program for the gifted. Participants include gifted students who had completed the 7th through 10th grade during the previous academic by: A positive self-concept is one of the most important forces driving a student to achieve.

This study employed a combination of the Harter Self Perception Profile for Adolescents (SPPA), used over time, and an interview technique to study 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high-ability students in secondary by: effects of participating in a summer program on the social self-concepts of gifted adolescents.

Specifically, this study will explore the changes in gifted males’ and gifted females’ perceived same-sex peer relations and opposite-sex peer relations after participating in. In an effort to more fully understand the gifted adolescents' self concept and any changes that occur due to the transition to a congregated classroom setting, this study employed a combination of a quantitative instrument, the Harter Self Perception Profile for Adolescents (SPPA), used over time, and a qualitative interview : Paul.

Wright. The current study investigates the relationship between social support and the social self-concepts of gifted : Anne N. Rinn. Study 1 used a case study approach with five gifted students, piloting the methods and materials that were to be used in Studies 2 and 3. In Study 2, 70 gifted students completed both a self-concept and a self-ranking questionnaire before and 6 months after starting a gifted programme Author: Kate Niederer.

The aim of this study was to explore the effect of level of mathematical giftedness and gender on students' self-concept (represented by personal competence perceptions, fear of negative.

Congregated Gifted Program Gr. 6 to 8. Giftedness is an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated (Ontario Ministry of Education and Training).

Specifically, the findings of several studies demonstrated that gifted children in full time, segregated classrooms have either lower self-concepts or lower perceived competence than do gifted students in part time options (Chan, ; Coleman & Fults, ; Feldhusen, et al, ; Kolloff, ; Karnes & Wherry, ).Author: Maureen Neihart.

A) cross-sectional study, because it will allow her to find out which people get happier over time. B) cross-sectional study, because it will demand less time than other types of studies. C) longitudinal study, because it will be more accurate that other types of studies.

A developmental study of adjustment among gifted adolescents. In J. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: Tthe home, the self Cited by: a researcher is investigating differences in self-esteem among American ethnic groups, specifically African American, asian American, and white adolescents.

after computing the mean self-esteem scores for each ethnic group, which of the following is likely to be the order of the self-esteem scores from highest to lowest, and why. An assessment was made to identify low self-esteem signals for students in a research study conducted by Jessica Fanguy and Richard D.

Mathis. Five of eight student participants and five of the eight parents commented that low self-esteem was an issue following the retention. Hany and C. Grosch, ‘Long-Term Effects of Enrichment Summer Courses on the Academic Performance of Gifted Adolescents’, Educational Research and Evaluation, 13, 6,– A.

Rinn, ‘Effects of a Summer Program on the Social Self-Concepts of Gifted Adolescents’, The Journal of Secondary Gifted Education, 17, 2, The Effects of Grouping and Curriculum on the Self-Concept of Gifted Children Graduate Thesis Submitted to the Faculty Of the School Psychology Department College of Liberal Arts ROCHESTER INSTITUTE OF TECHNOLOGY By Valerie A.

Beaman In Partial Fulfillment of the Requirements for the Degree of Master of Science and Advanced Graduate Certificate.

The Congregated Gifted program, one of various gifted programming options available in the Calgary Catholic School District, is designed for gifted students at the junior high level.

It is only offered at Blessed Cardinal Newman School and St. Jean Brebeuf School. The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again The G&T students had significantly lower self-concepts than the comparison group, although there was an increase in self-concepts for It is also notable that only one self-concept study (effect size) and only one achievement study.

The Congregated Gifted program, one of various gifted programming options available in the Calgary Catholic School District, is designed for gifted students at the Junior High level. It is only offered at St. John Henry Newman School and St. Jean Brebeuf School. A review of the literature and research on the academic and social self-concepts of gifted adolescents reveals the importance of considering the unique talents of the individual rather than considering gifted students as a homogeneous group.

Implications of the research for encouraging positive self-concepts in these students are drawn. (Author/DB)Cited by: This article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development.

There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants. A decade comparison: Self-concept of gifted and non-gifted adolescents METHOD Participants Thirty-four Grade 1 students (6 females and 28 males) from the Special Class for the Gifted Young (hereafter referred to SCGY) of University of Science and Technology of China (hereafterFile Size: 67KB.Gifted and Talented Education.

Four Volume Set. Edited by: Barbara Kerr A Guide for Developing Defensible Programs for the Gifted and Talented. McQueen Examining the Relationship between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis.Sense of Self and Self-Socialization: The Development of Self-Views Next Lesson The Effect of Culture, Socialization & Culture Shock on Education Chapter 6 / Lesson 5 Transcript.