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There is little research focused on the curriculum of graduate education programs with a gifted education concentration. In order to gain a greater understanding of the graduate gifted education curriculum, the researcher conducted a qualitative study to examine how faculty describe and structure the learning experiences for their graduate students who are enrolled in gifted education concentration as part of their graduate programs. The researcher examined the learning experiences through an analysis of syllabi and interviews with relevant program administrators and faculty who taught in the program. The participants in this study were five graduate department chairs or program directors of gifted education programs and five adjunct instructors at five colleges or universities. Participants were located throughout the United States due to the small amount of schools offering a Master's Degree in Education with a concentration in gifted education. The researcher investigated three different research areas focused on how faculty aligned their learning outcomes with intended program outcomes, the types of instructional strategies faculty use to teach graduate educators about the needs of gifted students, and how assignments align with learning outcomes. The researcher created four instruments to use for the current study to investigate the curriculum of gifted education master's degree programs. These instruments included a preliminary interview protocol, an in-depth interview protocol, a protocol for review of concentration information, and a syllabus protocol for individual courses. The researcher coded the data for emergent themes and reported the results. The researcher found that, across the five case studies, all course learning outcomes were stated and aligned with the concentration learning outcomes. The researcher found that all five case studies had the most cognitive learning outcomes within the "applying" level under Bloom's Cognitive Taxonomy (2002) and three out of the five case studies had the most affective learning outcomes within the "organization" domain of Krathwohl's Affective Domain (2013). Faculty members utilized a variety of instructional strategies consistent with Pascarella and Terenzini (2005) to teach graduate students about the needs of gifted students. In four of the five case studies, faculty reported using collaboration as an instructional strategy. Faculty members in all five programs required graduate students to complete between 22 to 82 assignments throughout the program. In all five case studies, instructors required students to complete assignments that were primarily low problem-based learning and low context (Pierce & Jones, 1998). The researcher found at least 80% of assignments were aligned with the course learning outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Algebra is considered a gateway course that helps to close the achievement gap between ethnic and socioeconomic subgroups. Using a predictive correlational design, this research investigated whether demographic, school-related, and previous test score variables could be used to predict Algebra I and Algebra II success. Demographic predictor variables included age, gender, ethnicity, and status regarding disability, giftedness, retention, suspension, and mobility. School predictor variables included Title I status and school grade. Test scores included seventh grade reading and mathematics state assessment scores. Univariate analyses of variance (ANOVA) were computed to determine significance and effect size (eta squared value). Multiple regression analyses were used to determine prediction models for both the Algebra I and II end of course assessment scores. Finally, standardized beta coefficients were plotted to determine the effect of the variables on Algebra I and Algebra II success over time. The demographic and school-related variables in isolation were not strong enough to predict Algebra I and Algebra II success; however, in combination, the demographic, school-related, and previous test score variables did produce a significant prediction model that was stronger than prediction by test score alone. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This manuscript-styled dissertation embodies the theoretical and methodological framework of authentic inquiry (Tobin, 2006). In the holistic context of this dissertation, authentic inquiry as a theoretical framework encompasses deep epistemological and ontological questions such as: What is knowledge and how is it informed by research? Who may engage in research? How does positivism compare to authentic inquiry? What are thorny issues and how do they relate to authentic inquiry? How do we research thorny issues in classrooms? What mindfulness practices may be used to research emotions when discussing thorny issues? How do we nuance "safety" in learning spaces where emotions are problematized? How do we push peer-reviewed, academic writing to be more inclusive of authors' emotions in the science of teaching and learning? Authentic inquiry, as a methodological framework, probes the knowledge making (research) process through the lens of critical hermeneutic phenomenology. The trajectory of questioning, in the scope of teaching and learning, is contingent and emergent on what is being problematized and the dialectal relationship of researcher | researched. The theoretical and methodological underpinnings of authentic inquiry, as it relates to my development as an emerging teacher | researcher, amalgamate in Chapter 1 as a multilevel and interpretive bricolage to contextualize sociocultural and educational phenomena in my everyday life. Authentic inquiry, adopted by Kenneth Tobin from the works on authenticity by Egon Guba and Yvonna Lincoln (1989), hinges on four methodological criterion: all participants are open to change their worldviews based on what they learn from each other, there is an obligation for participants to understand and learn from each other, there is an expectation to catalyze improvements as a result of the research, and disadvantages or power structures are addressed so that all participants | researchers are considered stakeholders. In the series of published works, Chapter 2 was the first to be peer-reviewed in 2014. While grappling with imposter syndrome and what it means for me to become a teacher | researcher, Chapter 2 shares my teaching- and learning-informed stories (vignettes and narratives), as well as that of my students attending a New York City Specialized High School. This chapter deconstructs the complexities surrounding the notion of "giftedness": first from the author's own experiences as a female scientist and person of color and second from the narratives of high school students. Considering the theoretical framework of mindsets, fixed and growth, I use learning stories to shed light on the events that emerge when an individual takes ownership of their learning. This chapter is significant in that I propose the incorporation of learning stories as an inquiry tool to explore co-teacher | learner mindsets. In terms of the chronological history of my development as a teacher | researcher, this article was the first to be self -authored, peer-reviewed, and published while I was a doctoral student. The opportunity was pivotal and helped to re-frame how I viewed myself as an academician: moving further away from a self-imposed imposter identity to that of an empowered researcher with a burden to give voice to co-participants | co-researchers. Chapters 3, 4, and 5 of the dissertation were birthed out of my participation as a co-participant | researcher in a teacher preparation program at Brooklyn College of The City University of New York. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A lack of proper assessment is proven to cause either a misrepresentation or lack of representation for children of culturally diverse and lower socioeconomic backgrounds. In addition, there can be delays in authorization of early intervention services for children of unique populations who need such services. Alternative assessment contributes to sociocultural theory in that it demonstrates that children perform in changing environments, with different styles and approaches and with different types of measurement tools. The purpose of this qualitative, descriptive multiple case study was to provide explored feedback of licensed clinicians concerning the administering of the Developmental Assessment of Younger Children-2 (DAYC-2) and whether or not they determined the DAYC-2 to be an appropriate instrument to assess children aged of zero to four years for developmental delays, and giftedness. A purposive sampling was used to select a sample of three licensed pediatric occupational therapists/clinicians having had at least six years of experience working directly with children of such a population, that were located in the Los Angeles County, CA area. The qualitative data were gathered simultaneously through detailed and organized open-ended questions during interviews with licensed clinicians. The data were transcribed and open coding system similar to NVIVO coding procedures was applied to assist with organizing specific themes and categories. Three themes emerged from the perspectives of licensed clinicians: (a) appropriateness of the DAYC-2, (b) children's culture and socioeconomic level, and (c) experience of clinicians. A cross-case analysis was also used in order to identify possible similarities related to each participant's perception. Recommendations for future research were suggested increase the demand for more developmentally appropriate assessments for children ages zero to four with developmental delays and possible signs of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

There is currently a lack of research aimed at determining the boredom level experienced by sixth grade students participating in an accelerated math class, as well as suitable strategies aimed at helping students avoid it. This quantitative quasi-experimental static-group comparison study investigated boredom levels with the implementation of Contract Activity Packages (CAPs), a strategy specifically related to combatting boredom for gifted and talented students, into a sixth-grade accelerated math class. Data were collected from 138 sixth-grade students participating in an accelerated math class via the boredom scale of the Achievement Emotions Questionnaire -- Mathematics (AEQ-M) and analyzed using a two-way analysis of variance and a one-way analysis of variance. Results showed that there were no statistically significant differences in the boredom levels of sixth-grade students participating in an accelerated math class who received and did not receive CAPs, regardless of gender or giftedness. These results imply that the use of CAPs might not be a suitable strategy to use in order to prevent the presence of boredom in the classroom setting, or that the CAPs were not effectively designed. Thus, more research in this particular field of education is recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Women are consistently underrepresented in certain careers not just in mathematics and science but also in fields such as philosophy and music composition. In my dissertation, I focus on a recently discovered factor that may contribute to this imbalance: Women are culturally stereotyped as being less intellectually gifted than men, and as a result they may face a number of obstacles when pursuing degrees and professions that are portrayed as requiring intellectual giftedness (Leslie, Cimpian, Meyer, & Freeland, 2015). Prior research on this potential mechanism has focused exclusively on adults; thus, little is known about its developmental roots. The earlier children acquire the notion that brilliance is a male quality, the stronger its influence may be on their aspirations. Our present research shows that, by the age of 6, girls are less likely than boys to believe that members of their gender are "really, really smart" a child-friendly way of referring to brilliance (Studies 1 and 2). Also at 6, girls begin to shy away from novel activities said to be for children who are "really, really smart" (Studies 3 and 4). Moreover, this stereotype undermines both adults' and children's evaluation of females' capabilities for activities portrayed as requiring brilliance (Studies 5 and 6). These studies speak to the early acquisition of cultural ideas about brilliance and gender, and to the immediate impact that these stereotyped notions have on people's interests and evaluations. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Underachievement is common among gifted students, beginning as early as elementary school. In some instances, failure to fulfill potential continues into adulthood. The loss of future inventors, leaders, philosophers, creators, etc. impacts the global economy. This qualitative grounded theory study, through the lens of Renzulli's Three-Ring Conception of Giftedness, investigated motivation and achievement from the perspective of gifted elementary school students. The insight gained enables educators to provide more effective learning strategies for gifted students so that all gifted students are motivated to fulfill their potential. Theory emerged that reflects the lived experiences gifted elementary school students have had with motivation and achievement. Ten gifted students in grades 3 through 5 were invited to participate in a survey and in individual interviews. A constant comparative analysis of the data revealed that thirst for knowledge, challenge, self-efficacy, autonomy, and inspiring goals motivated the students to achieve in an instructional environment that fosters these motivational factors. An addition to Renzulli's theory emerged from the students' insight: For gifted behavior to occur, students with advanced ability need opportunity to engage in challenging activity in a motivating environment that fosters creativity. The results of this study can inform the development of gifted education accommodations that will provide gifted students with the opportunity to turn their interests into expertise for the benefit of society. Future research should involve students from a wider range of socioeconomic backgrounds. Longitudinal studies would provide a deeper understanding of the long term-effects of underachievement and of gifted education accommodations to stem the tide of lost potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This research study investigated underrepresentation of minority students in gifted education. This project was undertaken to identify possible methods for school districts to implement in order to address minority student underrepresentation in gifted programs. In this way, the study was intended to be of interest to educational leaders, gifted educators, and teachers. Guiding questions for the research study were developed from five theme areas which emerged in the literature: research limitations and governmental oversight; testing instruments and gifted identification / program access; minority parent awareness of gifted education; minority student awareness and perception of gifted education; and teacher influence on gifted education for minority students. The theme areas were used as a template for the creation of a survey to study the research topic. Research data collection involved a 32- item survey sent to all gifted education contacts in Missouri school districts as identified by the Missouri Department of Elementary and Secondary Education. The intent was to learn from current gifted educators regarding their perceptions and understanding of the issue of minority underrepresentation in gifted education. The study concluded with two recommendations gleaned from survey data review and analysis. The first recommendation was for teachers to receive professional development on items including standard definitions of giftedness, and the identification of giftedness within various student populations. The training would help teachers understand equity, diversity, culturally relevant teaching, ways in which to identify gifted students, and how to refer students to gifted programs. The second recommendation was for school districts to ensure outreach to both minority families and students regarding gifted education programming. This outreach should focus on family education and professional development that involves educating minority families on how to access and understand gifted services provided by their school district. The outreach should likewise focus on educating minority students on the benefits of gifted education as well as all aspects of programs including the referral process, program implementation and social pressures. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The goal of this research is to examine the differences of short-term memory capacity between intellectually gifted, general education, and students receiving special education services. Using foundations in memory and recall research by Atkinson and Shiffrin and Baddeley and Hitch, data was collected by replication of a previous serial position effect research design. Participants were children in grades four through six located in the southern portion of the United States. An ANOVA analysis found a statistical significance between students receiving special education and general education and gifted students. A failure to reject the null hypothesis supported that short-term memory capacity of gifted students is not different from general education students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Past research has indicated that teachers' use of power directly influences students' sense of empowerment and that students who feel empowered are more likely to be motivated. Research has also indicated that gifted students who are motivated achieve at a level commensurate with their ability. Lack of teacher training regarding giftedness likely influences teachers' use of power, thereby impacting gifted high school students' perceptions of empowerment and motivation. The relationship between teacher power and student empowerment and motivation, however, has not been thoroughly investigated in gifted education literature. This phenomenological study explored classroom situations in which gifted high school students felt empowered and the relationship between power, empowerment, and motivation. The study was conducted from a phenomenological perspective to better understand these gifted students' perceptions of empowerment within their classrooms. Specifically, the researcher attempted to explore the impact of different power dynamics, including teachers' utilization of various relational power bases (i.e., reward power, coercive power, legitimate power, referent power, expert power) on gifted students' learning, their levels of motivation and engagement, and their overall sense of empowerment. The 29 gifted students in this study reported that their learning, engagement, motivation, and sense of empowerment were directly impacted by the power dynamics within their classrooms, including the ways in which teachers chose to utilize power. Teacher power was perceived most positively by these students when it was based on authentic, personal relationships; utilized to structure and control the classroom environment so all students could learn; and shared with students. Additionally, the more connected these students felt to (a) teachers, (b) peers, (c) learning, (d) self, and (e) home and community, the more motivated and empowered they felt. Based on the findings in this study, it is important for educators to realize the significant impact the climate they create and encourage within their classrooms has on their gifted students and to take steps to make it as motivating and empowering as possible. Recommendations include providing educational opportunities and support for pre-service and current educators regarding (a) the academic and affective characteristics and learning needs of gifted high school students and (b) the importance and positive impact of facilitating connections and sharing power in the classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This case study adds insight to the idea of equitable access as it relates to advanced coursework available to students in public high schools in South Carolina. The International Baccalaureate Diploma Program (IBDP) has become a viable choice since secondary-level magnet programs in SC have taken root for over thirty years. The IBDP originally developed in SC to attract the global elite, however in the recent decade, the IBDP has morphed into a program meant for all students. The concept of IB for All is marketed as a college readiness program within South Carolina IBDP schools. Access is multidimensional; it includes educational policies, leadership, and practices heavily shaped by the local-school policy actors. However, my analysis demonstrates that access is also a socio-cultural construct, formulated, or redefined, year after year in schools. The perspectives of IBDP coordinators from across the state of SC generated the central insights analyzed in this dissertation. Based on their responses to an initial questionnaire, coordinators were interviewed individually providing rich details about the patterns of change throughout the state. Then, focus groups and further one-on-one interviews were conducted with other key participants providing an historic and broader perspective from the state and national levels. This inquiry adds insight to the idea of what access to the IBDP looks like in relation to school reform, choice, integration, and giftedness. This case study presents the multidimensionality of access and will inform choice implementation through leveling the field for equitable opportunities for SC students to choose the IBDP option for college readiness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted, bilingual students are underrepresented in gifted education. The reasons are examined in the literature and include unfair assessments, varying definitions of giftedness, lack of teacher training or clear guidelines, and teachers' perceptions. The purpose of this qualitative, multi-case study is to add to the lack of research currently available on the experiences of gifted bilingual students. This investigation centers on 4 students in a K-8, public, dual language school in an urban district, and sought to answer these research questions: (a) What are the nomination and identification processes used to determine the need for gifted education? (b) What are the experiences of these students in this school? (c) What are the instructional practices used to serve them? The findings from this study show that while GT support improved, more was needed at the school level, classroom teachers need more professional development to understand how to support gifted bilingual students, more instructional strategies are needed to support gifted bilingual students in the classroom, and the guidelines used for identifying and programming gifted bilingual students are confusing and insufficient to best meet the needs of this special population of students. The implications from the findings of this study will add to what is known about the nomination and identification practices used with gifted bilingual students, to understand the challenges and successes of gifted bilingual students in an academic setting, and the instructional practices used with gifted bilingual students in a dual language school setting. Also, important implications from this study stem from the findings on how nomination and identification practices might add to the problem of the underrepresentation of gifted bilingual students in GT programs, and that instructional practices used may not meet the needs of this special population of students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Failure to identify gifted students is an important, yet under acknowledged problem facing our nation's schools (Miller, 2009; Webb, 2000). It is important for teachers to be aware of typical and atypical or, unexpected characteristics of gifted students. The purpose of this qualitative study was to identify factors that influenced elementary general education teachers' decisions to refer a student for a gifted evaluation. Specifically, the current study sought to discover whether or not teachers recognized Dabrowski's (1964) five overexcitabilities (OE) commonly associated with gifted students as indicators of giftedness, or if such characteristics are a reason for teachers refraining from referring a student for a gifted evaluation. This study included 30 elementary general education teachers teaching in a large suburban school district in central Pennsylvania. Data was collected using an online survey developed by the researcher which was adapted from Bouchard's (2004) ElemenOE observation tool. The survey presented student scenarios based on the five OEs. The survey included Likert scale, forced-choice and open-ended questions. Voluntary follow up interviews were conducted with select participants to further explore survey responses. Three themes emerged from the data. The first theme revealed teachers tend to refer a student demonstrating typical gifted characteristics for a gifted evaluation. The second theme revealed participants refrained from referring a student demonstrating unexpected gifted characteristics, specifically Dabrowski's five OEs. The third theme showed teachers wanted more information or training before making a decision to refer a student for a gifted evaluation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This comparative case study investigated the college experiences of twice-exceptional college students identified as gifted and diagnosed with autism spectrum disorder (GTASD). Increasing numbers of students with ASD are entering universities (NCES, 2008; Shattuck et al., 2012) making the identification of supports for their academic success imperative. However, little is known about their college experiences and their challenges in transitioning to higher education settings. This study examined the college experience from the perspective of the GTASD college student. Based on ecological systems theory, five cases were designed that included ten participants. Each of the five cases contained one GTASD college student and their respective advocate. Data was collected from multiple sources (twenty-five interviews of students and advocates, student generated photographs, and an online demographic and educational experiences surveys) and analyzed from a grounded theory perspective. Findings from this study indicated that accurate diagnosis of autism and early identification of giftedness is needed to determine individual differences and provide the social and emotional skills necessary for the successful college experiences of the GTASD college student. Information learned from this study may directly help students, inform support systems (counselors, parents or guardians, college personnel), improve transitional services, and highlight relevant counseling needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Being Seen is an experience of feeling deeply understood by another person. According to self-concept theory, such positive and understanding reflections are crucial for self-concept development. However, when interactions produce negative reflections, self-concept and emotional stability may suffer. In gifted people, asynchronous development and overexcitabilities create experiences that differ from the norm. Because few people are gifted or understand the social-emotional aspects of giftedness, gifted people may have more difficulty finding people with whom they feel deeply understood. This is likely to be even more true for highly gifted people, who are only about 0.1% of the population. In this exploratory study, 24 highly gifted adults participated in conversations about being Seen as part of refining the concept itself. They then each wrote answers to reflective questions about their experiences being Seen. Transcripts of those conversations and participants' written reflections were analyzed using thematic analysis to find common threads of thought among the participants. The findings suggest that being Seen is a positive but rare experience for participants. More often, participants received negative or disapproving reflections to behaviors that are typical for gifted people but atypical for others. This was called being misSeen. Participants also described interactions when they neither felt understood nor received negative reflections. This was called being notSeen. In most interactions, participants felt misSeen or notSeen. To avoid the negative repercussions of being misSeen, participants learned to self-conceal among most people. Rather than reveal their self-described "true" or "authentic" selves, participants restricted their natural ways of being and attempted to perform to others' expectations. However, doing so required conscious thought, could be exhausting, and was not always successful. Although only a few participants acutely felt the effects of being misSeen and notSeen, an undercurrent of dissatisfaction was detected in the participants' responses. This comports with self-concept literature about negative reflections and with literature about the social-emotional aspects of giftedness. Discussion includes additional ideas about how self-concept literature and gifted literature might intersect to explain findings. Future studies might investigate how being Seen might change one's self-concept or compare highly gifted adults' experiences to those of other groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Every year, students from 3rd, 6th, and 9th are nominated to take the Multiple Cognitive Abilities Assessment (Mawhiba Assessment) to determine whether they possess giftedness and are entitled to special programs that cater to such giftedness. Students who meet a certain threshold on all fours areas of learning measured on the assessment are determined to be gifted and are thus given many opportunities to utilize their giftedness. Considering the importance of this assessment and the benefits given to those who do well on it, it is essential to ensure that the assessment is fair for all individuals who are chosen to take it.This study looks at determining whether the items on the Mawhiba Assessment function similarly for both males and females who take the assessment. Eight different types of DIF analyses were conducted to ensure gender fairness and compared to test whether these methods give similar results for every item on the assessment with females (reference group) and males (focal group). For two of the most common analyses, Mantel-Haenszel and Lord's Chi-Square, DIF analyses were run between males and females for the entire sample as well as for those identified as being gifted, as defined by specific parameters set by the researcher. It was found that the DIF had larger effects with the gifted sample as compared to the overall sample. The remaining six DIF analyses only looked at differences between males and females for the overall sample. The multiple DIF analyses produced findings that allowed the researcher to obtain a complete understanding of possible gender bias.Generally, it can be concluded that the Mawhiba Assessment is a fair assessment; however, males were more advantaged on the Mathematical and Spatial Reasoning and Scientific and Mechanical Reasoning sections, whereas females were more advantaged on the Linguistic Reasoning and Comprehension section. Both groups had an equal advantage on the Mental Flexibility section. These findings reflect what has been found in previous research and can be used by the officials who develop and maintain the Mawhiba Assessment to help ensure a fair testing instrument. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the affect race had on gifted referrals at the 90th and 95th percentiles, based on the Cognitive Abilities Text 7 (CogAT 7). Achievement, Opportunity and Excellence Gaps are defined and put into historical context including systems of power and privilege. Giftedness is defined. The history of Gifted Education is explored through a Culturally and Linguistically Diverse (CLD) lens. Research questions explored race and its affect on the Cognitive Abilities Test, CogAT 7, and the significance of difference between racial groups at the 90th and 95th percentiles. The results of this study indicate: (a) CogAT 7 test scores are affected by race, (b) 95th percentile gifted referrals were significantly different across race, (c) 90th percentile gifted referrals were significantly different across race, (d) when comparing 90th and 95th percentile referrals, there was a significant difference, and (e) gifted referrals at the 90th and 95th percentiles were significantly not equitable across race. Recommendations for further study include the development of district equity goals, second screening processes, and talent enrichment programs and/or strategies for CLD learners. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative research study was conducted to examine whether investing in innovation and gifted intelligence would improve America's economic well-being. The investment issue became a problem because educational researchers researched innovation as creativity rather than as productive behavior. Moreover, in the literature, adult giftedness was perceived as negative development rather than as alternate normative behavior. The purpose of this research study was to generate new knowledge about innovation and adult giftedness. WICS (wisdom, intelligence, creativity, synthesized) theory of intelligence provided the theoretical framework because intelligence is a measure of human productivity potential. The neuropsychological conceptual framework facilitated a cognitive map of the innovation process. The multicase historic research design provided the answers to the research questions. Four real life historic events embedded with innovation activities and behavior utilized comparative methodology to mark patterns in behavior and cognition. Raw data gleaned from archival/historic research was analyzed utilizing content analysis of primary resources. The key results were: (a) the innovation process is a psychological tool that transcends creative activities; (b) empathy, intellectual complexity and moral intelligence is linked to wisdom and continuous learning; and (c) transcendent experiences are intrinsic motivations to reach beyond expected productive behavior. Outcomes from this study are useful for I-O psychologists because high intelligence can increase organizational productivity levels and sustain business. The positive social change implications are business administration will have to redirect business strategies to focus on employees and relationships, and training and development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study investigated the developmental trajectories of the Implicit Theories of Intelligence among gifted and non-gifted Filipino students. when students were grouped by giftedness. gender. grade level, and prior science academic achievement. The researcher also determined the predictive relationship between students' view of intelligence and IQ score, grade level, and prior science academic achievement when students were grouped according to giftedness. Students' implicit theories of intelligence were determined using Dweck's (2000) Implicit Theories of Intelligence Scale for Children (ITISC) and IQ score was measured by administering the Raven's Progressive Matrices. Archival data of students' scores in the science diagnostic and achievement assessments in the school year 2016-2017 were used to measure the students' prior science academic achievement. This study was conducted in two large elementary and secondary public schools in Compostela Valley Province. in the southern region of the Philippines. The participants were 1 72 grades 4-6 pupils and 182 grades 8-10 students. The data collected from the participants were analyzed through quantitative method using descriptive statistics. t-test, Pearson r correlation, Chi-square. and Stepwise multiple linear regression. Among the major findings were the following: there was no significant difference in the view of intelligence between the gifted and non-gifted students: both male and female groups consistently registered a higher degree of growth mindset: high school students tend to portray a higher degree of growth mindset compared to elementary pupils: students with above average science achievement demonstrated the highest degree of growth mindset while average science achievement students had a higher degree of growth mindset compared to those with below average science achievement: and view of intelligence was significantly predicted by grade level and prior science academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the literacy practices of three focal students who composed multimodal comic memoirs about the emotional struggles and obstacles they faced related to being labeled academically gifted and talented. As a qualitative action research study (Hewitt & Little, 2005; Munn-Giddings, 2012), in which the teacher of the focal classroom was the primary researcher, a sociocultural framework (Dunsmore & Fischer, 2010; Wertsch, 1991) was employed to investigate the three focal students' uses of multimodal composition to address the research questions: RQ1, In what ways do gifted secondary students use the comics medium to produce multimodal memoirs? RQ2, What experiences do gifted secondary students represent when they design comic memoirs? and RQ3, What do gifted secondary students reveal about competing representations of race, gender, class, and giftedness as they depict themselves in comic memoirs? To address the research questions, the researcher used a qualitative case study design (Merriam, 1998; Yin, 2009), collecting data over five years (2013--2017) while teaching a literature-based comics class at a summer enrichment program for gifted secondary students. Based on a conceptual framework comprising the intersections of literacy practices related to multiliteracies (Sanders and Albers, 2010) and multimodalities (New London Group, 1996) in connection with visual literacy skills (Frey & Fisher, 2008), data analysis included a variant of grounded theory (Glaser & Strauss, 1967), Situational Analysis (Clarke, 2005), which takes a cartographic approach to the collection and analysis of data within the study's situation, including its environment, social spheres, and setting. Findings point to the focal students' deep-seated emotional turmoil related to gender, racial, and gifted identities; reports of emotionally debilitating social and academic expectations connected to giftedness; and personal narratives of being silenced and socially alienated. Implications are discussed concerning how the unique visual literacy strategies available while making comic memoirs helped the focal students gain perspective on and insight into their struggles with identity and related social and cultural practices. (PsycInfo Database Record (c) 2022 APA, all rights reserved)