Dissertation/Thesis Abstract

Examination of the Educational Impact of Delayed Identification of Gifted Students
by Perkins, Timothy, Ed.D., Lindenwood University, 2018, 125; 10936837
Abstract (Summary)

Gifted programming provides many children with an opportunity to reach their potential (Olszewski-Kubilius & Thomson, 2015). For years, gifted studies have been underfunded (Azano, Callahan, Missett, & Brunner, 2014). A lack of research into gifted programming has left glaring holes in the current understanding of best practices (Plucker & Callahan, 2014). This study included an examination of gifted programming from the standpoint of cognitive theory. The researcher examined archival data from School District A to determine students’ overall academic success when compared to the number of years spent in gifted programming. The data yielded a negative correlation between years spent in gifted programming and ACT score, class rank, and GPA. The data also showed a positive correlation between high school attendance and years spent in gifted programming at School District A. The findings demonstrate the methods used in this study may serve as a useful evaluative tool for evaluating gifted programs. These findings may inform administrative decisions pertaining to resource allocation and curriculum.

Indexing (document details)
Advisor: Williams, Julie
Commitee: DeVore, Sherry, Grover, Kathy
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 80/02(E), Dissertation Abstracts International
Subjects: Educational evaluation, Gifted Education
Keywords: Cognitive theory, Gifted programming
Publication Number: 10936837
ISBN: 9780438430976
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