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A phenomenological study of gifted adolescents and their engagement with one-on-line learning system
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
A phenomenological study of gifted adolescents and their engagement with one-on-line learning system
Identifier
ETD_2704
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052903
Language
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English
Genre
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theses
Subject
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(authority = RUETD)
Topic
Educational Administration and Supervision
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Gifted children--Education--Research--Connecticut
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Computer-assisted instruction--Connecticut
Abstract
Little research exists on the nature of the interactions between gifted students and the use of technology. Furthermore, no research has investigated the phenomenon of gifted adolescents using one internet-based program, the Renzulli Learning System (RLS). Renzulli Learning is an on-line educational profile with a matching database that provides enrichment resources, generating students' creative productivity and high-end learning. Its goal is to connect student interests, learning styles, and expression styles with an expansive array of educational activities and resources. This qualitative study describes what happens when students are using the Renzulli Learning System (RLS), exploring how students approach, employ, and use Renzulli Learning. The student sample included nine students, who were identified for and participated in a 7th and 8th grade gifted and talented program in an urban school district in Connecticut who had been using RLS for an average of two years. The students participated in an electronic questionnaire and were interviewed by the researcher during two semi-structured interviews. Research questions sought to describe how gifted students use RLS in school as well as how students use it at home. The answers to the research questions suggested four main themes. The first dominant theme was that the Renzulli Learning System is an effective and desired tool for students as they attempt to achieve high grades and academic success in school. The other main themes were that RLS is used primarily in school, that it does not affect socialization, and that it is fun. The study supports the importance of further research in areas related to technology and gifted education.
PhysicalDescription
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electronic resource
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iii, 118 p. : ill.
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Note
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Ed.D.
Note
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Includes bibliographical references
Note
Includes abstract
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by Barbara Swicord
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Swicord
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Barbara
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1954-
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Barbara Swicord
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Lugg
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Catherine
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chair
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Advisory Committee
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Catherine Lugg
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Firestone
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William A
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internal member
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Advisory Committee
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William A Firestone
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Reis
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Sally
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outside member
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Advisory Committee
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Sally Reis
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Rutgers University
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degree grantor
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Graduate School of Education
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school
OriginInfo
DateCreated
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2010
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2010-05
Place
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xx
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/T3J10387
Genre
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
Status
Open
Reason
Permission or license
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Name
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Swicord
GivenName
Barbara
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DateTime
2010-05-06 16:31:10
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Name
Barbara Swicord
Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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1003520
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