NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards1
Showing 106 to 120 of 1,581 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Naglieri, Jack A.; Ford, Donna Y. – Roeper Review, 2015
Black and Hispanic students are undeniably underidentified as gifted and underrepresented in gifted education. The underrepresentation of the two largest groups of "minority" students is long-standing, dating several decades, and is a serious area of contention. Most debates focus on the efficacy of traditional intelligence tests with…
Descriptors: Misconceptions, Nonverbal Ability, Ability, Ability Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Witte, Amanda L.; Kiewra, Kenneth A.; Kasson, Sarah C.; Perry, Kyle R. – Roeper Review, 2015
Previous research has linked talent development to four factors--early experience, coaching, practice, and motivation. In addition to these factors, contemporary talent experts suggest that parents play a critical role in talent development. The purpose of the present study was to uncover parents' in-time perspectives on the talent development…
Descriptors: Qualitative Research, Talent Development, Parent Role, Parent Child Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Vidergor, Hava E.; Azar Gordon, Lea – Roeper Review, 2015
This study examined whether a self-contained gifted classroom meets the needs of its learners. Considering the existing and desired aspects, as perceived by students, teachers, and parents, it offers a unique lens forming a holistic in-depth view of the self-contained classroom. Forty-two participants took part in this study: 20 students, 15…
Descriptors: Gifted, Elementary School Students, Self Contained Classrooms, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Hertzog, Nancy B.; Chung, Rachel U. – Roeper Review, 2015
Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to…
Descriptors: Acceleration (Education), Transitional Programs, Advanced Placement Programs, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Sayler, Michael F. – Roeper Review, 2015
The University of North Texas's Texas Academy of Mathematics and Science began admitting students to its 2-year early college entrance science, technology, engineering, and mathematics (STEM) program in the fall of 1988. This program provided accelerated entry for top students in Texas in the areas of mathematics and science. Approximately 200…
Descriptors: STEM Education, Educational Opportunities, Educational Development, Career Academies
Peer reviewed Peer reviewed
Direct linkDirect link
Dai, David Yun; Steenbergen-Hu, Saiying – Roeper Review, 2015
This article introduces the Special Class for the Gifted Young (SCGY), an early college entrance program in mathematics and science in China, which has been a focus for media coverage and public discussion of accelerated education in China. We first describe the admission policy and academic programming of SCGY and delineate its distinct features.…
Descriptors: Special Programs, Acceleration (Education), College Admission, Admission Criteria
Peer reviewed Peer reviewed
Direct linkDirect link
Jung, Jae Yup; Young, Marie; Gross, Miraca U. M. – Roeper Review, 2015
Early college entry is an educational intervention that is being increasingly used in Australia. Following a review of the current Australian literature on early college entry, an overview is provided of the characteristics of, and the procedures associated with, one formal Australian early college entry program (the Early Admission for…
Descriptors: Foreign Countries, Academically Gifted, Program Descriptions, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Clare Wen; Neihart, Maureen – Roeper Review, 2015
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…
Descriptors: Foreign Countries, Self Concept, Self Efficacy, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Barnard-Brak, Lucy; Johnsen, Susan K.; Hannig, Alyssa Pond; Wei, Tianlan – Roeper Review, 2015
From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically…
Descriptors: Academically Gifted, Gifted Disabled, Special Education, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Mofield, Emily L.; Parker Peters, Megan – Roeper Review, 2015
Researchers explored the typology of perfectionism among 153 (46% male, 54% female; 88% White, 8% African American, 5% Asian American, 4% Hispanic, 1% Other) suburban gifted adolescents and compared perfectionism scores (using the Goals and Work Habits Survey, a modification of Frost's Multidimensional Perfectionism Scale [F-MPS]) to samples of…
Descriptors: Personality Traits, Gifted, Adolescents, Suburbs
Peer reviewed Peer reviewed
Direct linkDirect link
Dare, Lynn; Nowicki, Elizabeth Agnes – Roeper Review, 2015
Twice-exceptional students have high abilities and coexisting learning difficulties. Abilities and difficulties tend to mask each other, and these underidentified students often struggle in school and express their frustrations at home. However, few studies have examined how parents experience the identification of their children's multiple…
Descriptors: Parent Attitudes, Academically Gifted, Attention Deficit Hyperactivity Disorder, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Conejeros-Solar, M. Leonor; Gómez-Arízaga, María P. – Roeper Review, 2015
This study is about persistence and perceived difficulties of gifted students in college explored through sociodemographic and academic characteristics. Two hundred and nine nongifted and 45 gifted participated in the study. A persistence scale along with sociodemographic variables were used to compare both groups. The groups shared many…
Descriptors: Academically Gifted, Student Characteristics, Academic Persistence, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Baer, John – Roeper Review, 2015
Although creativity and expertise are related, they are nonetheless very different things. Expertise does not usually require creativity, but creativity generally does require a certain level of expertise. There are similarities in the relationships of both expertise and creativity to domains, however. Research has shown that just as expertise in…
Descriptors: Creativity, Expertise, Creativity Tests, Interdisciplinary Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Wormald, Catherine; Rogers, Karen B.; Vialle, Wilma – Roeper Review, 2015
Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to…
Descriptors: Gifted Disabled, Case Studies, Disability Identification, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Mammadov, Sakhavat – Roeper Review, 2015
This study examines the existing policies and policy efforts in the field of gifted education in Turkey. A content analysis of the state policy documents and semistructured interviews with two policy actors were conducted to explore the strengths and weaknesses of the policies regarding the education of gifted children. The findings revealed…
Descriptors: Foreign Countries, Academically Gifted, Educational Policy, Semi Structured Interviews
Pages: 1  |  ...  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12  |  ...  |  106