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Gifted voices: A study of high schoo...

Anderson, Susan Carol.

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Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency./
Author:	Anderson, Susan Carol.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	194 p.
Notes:	Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
Contained By:	Dissertations Abstracts International72-05A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426022
ISBN:	9781124260242

Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency.
Anderson, Susan Carol.

Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 194 p.

Source: Dissertations Abstracts International, Volume: 72-05, Section: A.

Thesis (Ph.D.)--University of Denver, 2010.

This item is not available from ProQuest Dissertations & Theses.

Development of the talents and abilities of gifted children is not ordinarily provided by regular public school programs. Their need for accelerated, complex, and challenging curriculum and processes is often overlooked by educators focused on helping underperforming students to reach grade-level standards. Gifted high school students who are proficient in persuasive writing are able to clearly state a claim, support that claim with evidence and backing, recognize and rebut counterclaims, and draw a conclusion leading to action. If gifted students are proficient at writing persuasively, perhaps they are also able to advocate for learning experiences that are challenging, complex, and accelerated so that they are developing their gifted potential. Belief that one can produce desired outcomes by one's actions is the power of human agency. This study examined the following research question. What is the relationship between identified gifted high school students' proficiency in persuasive writing and those students' beliefs about their own powers of agency? The results shed light on the potential that proficiency in persuasive writing may have on gifted students' powers of agency to have their academic needs met.

ISBN: 9781124260242Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Agency

Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency.
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100 1 $a Anderson, Susan Carol. $3 3548313
245 1 0 $a Gifted voices: A study of high school students' proficiency in persuasive writing and their perceptions of personal agency.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2010
300 $a 194 p.
500 $a Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Brookhart, Linda Lucille.
502 $a Thesis (Ph.D.)--University of Denver, 2010.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Development of the talents and abilities of gifted children is not ordinarily provided by regular public school programs. Their need for accelerated, complex, and challenging curriculum and processes is often overlooked by educators focused on helping underperforming students to reach grade-level standards. Gifted high school students who are proficient in persuasive writing are able to clearly state a claim, support that claim with evidence and backing, recognize and rebut counterclaims, and draw a conclusion leading to action. If gifted students are proficient at writing persuasively, perhaps they are also able to advocate for learning experiences that are challenging, complex, and accelerated so that they are developing their gifted potential. Belief that one can produce desired outcomes by one's actions is the power of human agency. This study examined the following research question. What is the relationship between identified gifted high school students' proficiency in persuasive writing and those students' beliefs about their own powers of agency? The results shed light on the potential that proficiency in persuasive writing may have on gifted students' powers of agency to have their academic needs met.
590 $a School code: 0061.
650 4 $a Language arts. $3 532624
650 4 $a Gifted Education. $3 3432650
650 4 $a Student writing. $3 3548314
650 4 $a Rhetoric. $3 516647
650 4 $a Academic achievement. $3 541708
650 4 $a Secondary school students. $3 3548315
650 4 $a Advocacy. $3 3435348
653 $a Agency
653 $a Gifted
653 $a Gifted children
653 $a Persuasive
653 $a Persuasive writing
653 $a Phenomenology
653 $a Self-efficacy
653 $a Writing
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690 $a 0445
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710 2 $a University of Denver. $b Educational Administration and Policy Studies. $3 1024101
773 0 $t Dissertations Abstracts International $g 72-05A.
790 $a 0061
791 $a Ph.D.
792 $a 2010
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426022