東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Gifted geeks: The emergence and deve...

O'Brien, Brenna C.

Linked to FindBook

Google Book

Amazon

博客來

Gifted geeks: The emergence and development of computer technology talent.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Gifted geeks: The emergence and development of computer technology talent./
Author:	O'Brien, Brenna C.
Description:	252 p.
Notes:	Adviser: Reva Friedman-Nimz.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267198
ISBN:	9780549059349

Gifted geeks: The emergence and development of computer technology talent.
O'Brien, Brenna C.

Gifted geeks: The emergence and development of computer technology talent. - 252 p.

Adviser: Reva Friedman-Nimz.

Thesis (Ph.D.)--University of Kansas, 2007.

This study explored the development of computer technology talent (CTT) in the field of gifted education. Based on Feldman's (1994) co-incidence theory, the four time frames have crystallized at the end of the 21st century to produce conditions for CTT to emerge: (1) individual life span, (2) development of the field, (3) historical and cultural trends, and (4) evolutionary time. Within this framework the research question was asked: "What cognitive and affective qualities and life events mark the development of CTT?" Using qualitative study methods, interview data were collected from four different age groups and time periods: Historical (Sample 1), Snapshot (Sample 2), Longitudinal (Sample 3), and Contemporary (Sample 4). Gagne's (2003) Differentiated Model of Giftedness and Talent (DMGT) was used after the initial analysis to structure the data into the categories of natural abilities, intrapersonal catalysts, environmental catalysts, and talent activities. Findings were discussed in terms of developmental patterns and recurring trends between samples, reflected in their histories with computing, environmental support, and key educational experiences. Results provide evidence that CTT should be recognized as a distinct talent area within the gifted field. Suggestions for educational policy and practice are made for teachers and parents of children with CTT. Alternative assessments and resources need to be made available in schools to recognize this new way of thinking in the digital age.

ISBN: 9780549059349Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Gifted geeks: The emergence and development of computer technology talent.
LDR:02613nam 2200337 a 45 001 949459
005 20110525
008 110525s2007 ||||||||||||||||| ||eng d
020 $a 9780549059349
035 $a (UMI)AAI3267198
035 $a AAI3267198
040 $a UMI $c UMI
100 1 $a O'Brien, Brenna C. $3 1272841
245 1 0 $a Gifted geeks: The emergence and development of computer technology talent.
300 $a 252 p.
500 $a Adviser: Reva Friedman-Nimz.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1799.
502 $a Thesis (Ph.D.)--University of Kansas, 2007.
520 $a This study explored the development of computer technology talent (CTT) in the field of gifted education. Based on Feldman's (1994) co-incidence theory, the four time frames have crystallized at the end of the 21st century to produce conditions for CTT to emerge: (1) individual life span, (2) development of the field, (3) historical and cultural trends, and (4) evolutionary time. Within this framework the research question was asked: "What cognitive and affective qualities and life events mark the development of CTT?" Using qualitative study methods, interview data were collected from four different age groups and time periods: Historical (Sample 1), Snapshot (Sample 2), Longitudinal (Sample 3), and Contemporary (Sample 4). Gagne's (2003) Differentiated Model of Giftedness and Talent (DMGT) was used after the initial analysis to structure the data into the categories of natural abilities, intrapersonal catalysts, environmental catalysts, and talent activities. Findings were discussed in terms of developmental patterns and recurring trends between samples, reflected in their histories with computing, environmental support, and key educational experiences. Results provide evidence that CTT should be recognized as a distinct talent area within the gifted field. Suggestions for educational policy and practice are made for teachers and parents of children with CTT. Alternative assessments and resources need to be made available in schools to recognize this new way of thinking in the digital age.
590 $a School code: 0099.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Special. $3 606639
650 4 $a Education, Vocational. $3 1017499
690 $a 0529
690 $a 0727
690 $a 0747
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1020314
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0099
790 1 0 $a Baym, Nancy $e committee member
790 1 0 $a Friedman-Nimz, Reva, $e advisor
790 1 0 $a Jorgensen, Karen $e committee member
790 1 0 $a Mahlios, Marc $e committee member
790 1 0 $a McKnight, Phil $e committee member
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267198