Add to ORKGThe field of gifted education is still a new one. The main concerns in the research literature and curricula in gifted education have been the academic and intellectual accomplishments of gifted individuals. But little investigation or program development has evolved with respect to the affective factors and their influences for the gifted. The self-concepts of such individuals have often been neglected or overlooked
Although much research exists on the academic benefits of ability grouping for highly gifted student...
Sixty chddren in grades 3 to 8 served as subjects in a study of self-concept changes after participa...
The purpose of this research study was to determine whether peer group discussions improve self-conc...
© 2000 Michael DaviesFour broad issues are explored in this study. Firstly, do gifted and non-gifted...
As our society changes, the need for persons who have the intelligence and abilities to meet the req...
The self-concepts of gifted children and adolescents are frequently examined in literature regarding...
Academic self-concept and gifted education are of particular importance to the field of education. P...
Current problems in gifted education generally focus on two areas: the lack of both systematically d...
This paper will address the issues concerning the affective domain of the gifted student. A discussi...
Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the...
As a result of current statistics and studies offering contradictory views of the self-concept of me...
Previous research has documented a link between the self concept and academic achievement of gifted ...
Academic, general, and emotional self-concepts were measured among 140 gifted students at a resident...
The purpose of this study was to investigate the various dimensions of self-concept in gifted childr...
The purpose of this paper is to provide educators and counselors with a framework for under-standing...
Although much research exists on the academic benefits of ability grouping for highly gifted student...
Sixty chddren in grades 3 to 8 served as subjects in a study of self-concept changes after participa...
The purpose of this research study was to determine whether peer group discussions improve self-conc...
© 2000 Michael DaviesFour broad issues are explored in this study. Firstly, do gifted and non-gifted...
As our society changes, the need for persons who have the intelligence and abilities to meet the req...
The self-concepts of gifted children and adolescents are frequently examined in literature regarding...
Academic self-concept and gifted education are of particular importance to the field of education. P...
Current problems in gifted education generally focus on two areas: the lack of both systematically d...
This paper will address the issues concerning the affective domain of the gifted student. A discussi...
Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the...
As a result of current statistics and studies offering contradictory views of the self-concept of me...
Previous research has documented a link between the self concept and academic achievement of gifted ...
Academic, general, and emotional self-concepts were measured among 140 gifted students at a resident...
The purpose of this study was to investigate the various dimensions of self-concept in gifted childr...
The purpose of this paper is to provide educators and counselors with a framework for under-standing...
Although much research exists on the academic benefits of ability grouping for highly gifted student...
Sixty chddren in grades 3 to 8 served as subjects in a study of self-concept changes after participa...
The purpose of this research study was to determine whether peer group discussions improve self-conc...