Giftedness and High School Dropouts - Neag Center for Gifted ...

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48 Czaja, R., & Blair, J. (1996). Designing surveys: A guide to decisions and procedures. Thousand Oaks, CA: Pine Forge Press. Davis, H. (1984). Self-concept profiles of gifted underachievers (Doctoral Dissertation, University of Rochester, 1983). Ann Arbor, MI: University Microfilms International. Durken, J. H. (1981). Secondary school dropouts. St. Paul, MN: Minnesota State Department of Education. (ERIC Document Reproduction Service No. ED 205684) Ekstrom, R. B., Goertz, M. E., Pollack, J. M., & Rock, D. A. (1986). Who drops out of high school and why Findings from a national study. Teachers College Record, 87, 356-373. Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record, 87, 393-409. Folsom, R. E. (1975). Variance components for NLS: Partitioning the design effects. Durham, NC: Research Triangle Institution. (ERIC Document Reproduction Service No. ED 175874) Folsom, R. E., & Williams, R. L. (1985). Design effects and analysis of survey data. Denver, CO: Education Commission of the States. (ERIC Document Reproduction Service No. ED 222555) Ford, D. Y. (1994). The recruitment and retention of black students in gifted programs: Implications and recommendations (RBDM 9406). Storrs: CT: The National Research Center on the Gifted and Talented, University of Connecticut. Frazer, L. H. (1992). The use of school-maintained and school-related variables to differentiate between students who stay in and students who drop out of high school. Unpublished doctoral dissertation, The University of Texas at Austin. French, J. L. (1969). Characteristics of high ability dropouts. NASSP Bulletin, 53(334), 67-79. Gilligan, C. (1990). Speech and personal communication. Keene, NH: Keene State College. Goldsmith, D. J. (1995). Persistence of adult women in a community college re-entry program. Unpublished doctoral dissertation, University of Connecticut, Storrs. Grant, C. A., & Sleeter, C. E. (1986). Race, class, and gender in education research: An argument for integrative analysis. Review of Educational Research, 56, 195-211.
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NRC G/T THE NATIONAL RESEARCH CENTE
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THE NATIONAL RESEARCH CENTER ON THE
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Giftedness and High School Dropouts
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Research Questions Using two differ
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were defined more flexibly as those
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To examine differences between gift
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model was found to be statistically
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References Lajoie, S. P., & Shore,
Page 21: List of Tables Table 1. Profiles of
Page 25 and 26: Giftedness and High School Dropouts
Page 27 and 28: 3 et al., 1991). Bachman, Green, an
Page 29 and 30: 5 CHAPTER 2: Review of the Literatu
Page 31 and 32: 7 4. Dropouts reported more behavio
Page 33 and 34: 9 Some research focused on racial i
Page 35 and 36: 11 accommodate a variety of learnin
Page 37 and 38: 13 Table 1 Profiles of Gifted and T
Page 39 and 40: 15 CHAPTER 3: Research Methods and
Page 41 and 42: 17 A causal-comparative design was
Page 43: 19 To compensate for unequal probab
Page 46 and 47: 22 dropouts (83%) responded that th
Page 48 and 49: 24 100 90 80 70 Percent 60 50 40 30
Page 50 and 51: 26 Finally, gifted dropouts' future
Page 52 and 53: 28 Table 7 Factor Loadings, Percent
Page 54 and 55: 30 Percent 100 90 80 70 60 50 40 30
Page 56 and 57: 32 Don't Know 15.3 Ph.D., M.D., etc
Page 58 and 59: 34 Table 9 Mother's Educational Exp
Page 60 and 61: 36 Research Question 3: Are there a
Page 62 and 63: 38 Table 13 Logistic Regression Ana
Page 64 and 65: 40 between the two groups with resp
Page 66 and 67: 42 educational support at home. Eks
Page 68 and 69: 44 have more involvement with regar
Page 71: 47 References Ascher, C., & Schwart
Page 75 and 76: 51 National Center for Education St
Page 77: 53 Tinto, V. (1982). Limits of theo
Page 81 and 82: 57 Variables in the Study Reasons f
Page 83: 59 Pregnancy or child-rearing (F1S7
Page 86 and 87: 62 Also of interest from the Resear
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