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Paz-Baruch, Nurit – Journal for the Education of the Gifted, 2017
The Actiotope Model of Giftedness focuses on the interactions between the individual and the environment. Developing excellence requires educational and learning capitals that can support the individual in achieving a specific target. This study examined differences in the educational and learning capitals of students graded in three levels of…
Descriptors: Foreign Countries, Academically Gifted, Models, Human Capital
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Dimitriadis, Christos – Journal for the Education of the Gifted, 2016
This study investigated the educational provision for mathematically gifted students offered in primary (elementary) schools in England (United Kingdom) just before the abandonment of the government's Gifted and Talented (G&T) program. Through a questionnaire within five Educational Authorities and four in-depth case studies in different…
Descriptors: Academically Gifted, Elementary School Students, Mathematics, Special Education
Pelchar, Taylor K.; Bain, Sherry K. – Journal for the Education of the Gifted, 2014
We examined rates of bullying and victimization among children identified as gifted who were in transition from elementary to middle school in a Southern U.S. school district. We also investigated levels of distress associated with bullying and victimization. Our results indicated that the fourth graders, before transition to middle school,…
Descriptors: Bullying, Victims, Academically Gifted, Elementary School Students
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Hargrove, Brenda H.; Seay, Sandra E. – Journal for the Education of the Gifted, 2011
This study used data from questionnaires completed by teachers employed in North Carolina schools (N = 370) to determine if teachers felt that non-school-related or school-related factors served as barriers that limited the number of African American male children from participating in gifted programs. The majority of the teachers taught 3rd- to…
Descriptors: African American Students, Academically Gifted, Minority Group Teachers, School Personnel
Makel, Matthew C. – Journal for the Education of the Gifted, 2009
Questionnaires were given to students prior to testing for giftedness to assess how the gifted identification process changes attitudes toward gifted programs and parent-child relationships. After those identified as gifted had been participating in a pullout gifted program for one semester, another questionnaire was administered to all original…
Descriptors: Parent Attitudes, Identification, Academically Gifted, Student Attitudes