Theses

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2013

Gifted Learners and Mathematical Achievement: An Analysis of Gifted Instructional Models – Anderson, Lezley (USA, Liberty University)

Self-perceptions of Gifted Achievers and Underachievers: A Phenomenological Study – Behrend, Anne (USA, Liberty University)

Reviewing the challenge for able students: a participatory enquiry exploring the nature of pedagogy that can enhance cognitive engagement with homework – Badyal, Caroline (UK, University of Wolverhampton)

Interest, Challenge, Choice and Enjoyment for the Gifted Learner – Blanchard, K (USA, East Carolina University)

Achievement Goal Orientations of Academically Talented College Students: Socioemotional Factors Contributing to Honors Program Participation – Chancey, Jaclyn M (USA, University of Connecticut)

Perceived effects of an academic enrichment programme for potentially gifted students from a socio-economic disadvantaged area using critical action research – Healion, Eleanor (Ireland, Dublin City University)

A case study investigation into the performance of gifted, transition year students participating in a dual enrolment programme – Ledwith, Catriona (Ireland, Dublin City University)

Examining the Academic Achievement and Creative Productivity of High Potential Urban Youth – Lyons, Ruth E (USA, University of Connecticut)

The Pursuit of High Academic Growth for Gifted Middle Level Learners – Pfeiffer, Linda (USA, University of Northern Colorado)

Puerto Rican Students’ Perspectives of Socio-Cultural Characteristics of Giftedness and Talent Development – Taylor, Miriam Morales (USA, University of Connecticut)

2012

Gifted around the globe: gifted and talented education in international schools – Begg, Kylie (New Zealand, Massey University)

‘If you talk, you are just talking. If I talk, is that bragging?’: Perspectives of parents with young gifted children in New Zealand – Chellapan, Lakshmi (New Zealand, University of Canterbury)

A Comparison of a Gifted Education Program Among Eighth Grade Gifted Studetns at a Georgia Junior High School – Harden, Jerry Clark (USA, Liberty University)

The Effect of Gender and Implicit Theories of Math Ability on Math Interest and Achievement – Hendricks, Jillian (USA, Western Kentucky University)

The Long Term Social and Emotional Outcomes of Subject-Area Acceleration on Gifted Learners – King, Dana (USA, Liberty University)

Young, gifted and underachieving: Examining the role of mentoring in assisting underachieving highly-able students achieve their educational potential – Laurenson, Pauline (Ireland, Dublin City University)

Using Dweck’s Theory of Motivation to Determine How a Student’s View of Intelligence Affects their Overall Academic Achievement – P’Pool, Keely (USA, Western Kentucky University)

An investigation into how Maori students who are gifted and talented are identified in mainstream schools – Scobie-Jennings, Emma (New Zealand, Massey University)

Adult Perceptions of the Experience of Being Identified ‘Talented and Gifted’ as Children: A Phenomenological Study – Summers, Bradford (USA, Liberty University)

A Multi-Site Case Study Investigating Teacher Perspectives of Stanadards Based Reform and Gifted Students – Valdez, Amy (USA, Liberty University)

2011

Developing a classroom science enrichment programme for gifted primary school boys in Saudi Arabia – Alarfaj, A (UK, University of Southampton)

The Davidson Fellows: Case Studies in Science Talent Development – Batenburg, Ann M (USA, University of Iowa)

‘The cluster team’: A model of collaboration and collegiality in New Zealand gifted and talented education 2003-2008 – Bush, Karen (New Zealand, Massey University)

The effects of gifted programming on student achievement: Differential results by race/ethnicity and income – Dean, Kelley M (USA, Georgia State University and Georgia Institute of Technology)

An exploration of school counselors’ self-efficacy for advocacy of gifted students – Goldsmith, SaDohl Kisha (USA, University of Iowa)

Effects of Professional Development on Using Differentiated Instruction with Gifted and Talented Students in the Library Media Center – Hayes, Kristi Lynn (USA, Western Kentucky University)

Development of a Math Interest Inventory to Identify Gifted Students From Underrepresented and Diverse Populations – Snow, Gabrielle M (USA, Western Kentucky University)

Looking smart is not the only goal: an examination of a gifted and talented science program – Tan, Kym S (Australia, Edith Cowan University)

Perceptions of Administrators and Teachers Regarding Kindergarten Giftedness – Thirey, Patricia S (USA, Liberty University)

Identifying Gifted Students in Science – Zirkelback, Andrea Cary (USA, Western Kentucky University)

2010

A study of programmes for gifted students in the Kingdom of Saudi Arabia – Alqefari, Abdullah (UK, Brunel University)

Evaluation of provisions for gifted students in Saudi Arabia – Al Qarni, Mohammed A (Australia, University of Wollonggong)

Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education – Christensen-Needham, Vicki (New Zealand, University of Canterbury)

Developing Mathematical Giftedness Within Primary Schools: A study of strategies for educating children who are gifted in mathematics – Dimitriadis, C (UK, Brunel University)

A Problem-Based Approach to Hidden Giftedness: Revealing the ‘Me’ Behind the Mask – McAllum, Ruth Anne (New Zealand, University of Canterbury)

In Search of Excelllence: Perceived effects of special classes for gifted students in Ireland from the perspective of the students and their parents – O’Reilly, Colm (Ireland, Dublin City University)

The Impact of SMART Board Technology on Growth In Mathematics Achievement of Gifted Learners – Riska, Patricia Ann (USA, Liberty University)

A Case Study of Minority and Low SES Gifted Students’ Perceptions of the Effects of a Gifted Resource Specialist – Samples, Sherry L (USA, University of Kansas)

The impact of recognition on talent award winners: a follow-up study of Davidson Fellows Scholarship winners – Shephard,  Samuel Joseph (USA, University of Iowa)

Gifted Dropouts: A Phenomenological Study – Zabloski, James (USA, Liberty University)

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