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Viewing talented and gifted programs...

Gammons, Deneen R.

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Viewing talented and gifted programs/courses from an African-American males' perspective.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Viewing talented and gifted programs/courses from an African-American males' perspective./
Author:	Gammons, Deneen R.
Description:	122 p.
Notes:	Adviser: Catherine E. James.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3161755
ISBN:	9780496953769

Viewing talented and gifted programs/courses from an African-American males' perspective.
Gammons, Deneen R.

Viewing talented and gifted programs/courses from an African-American males' perspective. - 122 p.

Adviser: Catherine E. James.

Thesis (Ph.D.)--Capella University, 2005.

This study evaluated the process by which African-American males are selected to participate in the Talented and Gifted (TAG) programs/courses. It also measured how they felt about successfulness, academic skills, interactions within their families and homes, interactions with peers, and overall global self-esteem. This research has important information pertaining to the African-American communities to ensure that African-American males are given a fair chance to be successful in TAG courses and programs as well as equal representation in TAG courses and programs. Data analysis could also assist with understanding how these young men feel about school success, academic skills, and family and peer relationships, along with their self-worth as African-American males. This quantitative study used inferential statistics research method allowed the researcher to make inferences from sample statistics in reference to t-test scores, P-values, variance (ANOVA), such as the sample mean and the sample standard deviation. The study hypotheses showed that TAG and non-TAG students have similar self-esteem issues when speaking about their interest in TAG programs and courses. However, with the exception to academic self-esteem, TAG and non-TAG students' scores were similar with the self-esteem ratings.

ISBN: 9780496953769Subjects--Topical Terms:

1017673
Black Studies.

Viewing talented and gifted programs/courses from an African-American males' perspective.
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245 1 0 $a Viewing talented and gifted programs/courses from an African-American males' perspective.
300 $a 122 p.
500 $a Adviser: Catherine E. James.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0086.
502 $a Thesis (Ph.D.)--Capella University, 2005.
520 $a This study evaluated the process by which African-American males are selected to participate in the Talented and Gifted (TAG) programs/courses. It also measured how they felt about successfulness, academic skills, interactions within their families and homes, interactions with peers, and overall global self-esteem. This research has important information pertaining to the African-American communities to ensure that African-American males are given a fair chance to be successful in TAG courses and programs as well as equal representation in TAG courses and programs. Data analysis could also assist with understanding how these young men feel about school success, academic skills, and family and peer relationships, along with their self-worth as African-American males. This quantitative study used inferential statistics research method allowed the researcher to make inferences from sample statistics in reference to t-test scores, P-values, variance (ANOVA), such as the sample mean and the sample standard deviation. The study hypotheses showed that TAG and non-TAG students have similar self-esteem issues when speaking about their interest in TAG programs and courses. However, with the exception to academic self-esteem, TAG and non-TAG students' scores were similar with the self-esteem ratings.
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