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The relationship between identified ...

Welsh, Brian J.

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The relationship between identified gifted and talented children and their parents.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between identified gifted and talented children and their parents./
Author:	Welsh, Brian J.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582079
ISBN:	9781321593259

The relationship between identified gifted and talented children and their parents.
Welsh, Brian J.

The relationship between identified gifted and talented children and their parents. - 124 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2015.

There is a lack of understanding about the experiences and perceptions of gifted children and their families. Parents of gifted children are supplying the necessary ingredients to further advance their children. Their habits, strategies, values, and family way of life have added much to the lives of their children.

ISBN: 9781321593259Subjects--Topical Terms:

2122828
Pedagogy.

The relationship between identified gifted and talented children and their parents.
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020 $a 9781321593259
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100 1 $a Welsh, Brian J. $3 3186681
245 1 4 $a The relationship between identified gifted and talented children and their parents.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: James Campbell.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2015.
520 $a There is a lack of understanding about the experiences and perceptions of gifted children and their families. Parents of gifted children are supplying the necessary ingredients to further advance their children. Their habits, strategies, values, and family way of life have added much to the lives of their children.
520 $a This phenomenological study explored the experiences and perspectives of families whose middle school child was recommended for this study. In-depth interviews provided the primary data for analysis, supported by archived data, observations, and field notes. Participants were identified through teacher and school counselor networks. Transcripts of the interviews with the students and their parents, along with field notes and artifacts, were analyzed; common themes emerged from the study.
520 $a The complex factors that impacted the lived experiences of the participants included the parents' educational experiences, their initial perspectives regarding experiences of their own childhood and how they compared to the way they choose to raise their children while dealing their frustrations with outside influences, their experiences with education, their selection of resources, the children's interactions with other similar learners, and the school environment.
520 $a The purpose of this qualitative multi-case study was to explore how the selected children were raised. The habits, routines, and experiences were discussed through direct interview structure. This study explored the perceptions of identified gifted children and their parents through the lens of several researchers.
520 $a The results of this study indicated that parents were the most influential force in creating academically, socially, and emotionally sound students. The methods of raising these students could be demonstrated for educating gifted students who will, one day, be our future leaders, researchers, and doctors and scientists.
520 $a By studying participants' experiences, I gained an understanding of the routines, habits and influences parents play on the academic, social, and emotional development of their children. The conceptual groupings that are identified and studied are (a) emotional impact (including positive and negative aspects and the sense of self), (b) social impact, (c) academic impact, and (d) individual differences and developmental diversity.
520 $a As a result, several practical measures for facilitating the optimal development of children are presented.
590 $a School code: 1334.
650 4 $a Pedagogy. $3 2122828
650 4 $a Gifted education. $3 3172499
650 4 $a Educational leadership. $3 529436
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690 $a 0445
690 $a 0449
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1251163
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 1334
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582079