Date of Award

1-1-2018

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Bruce Uhrmacher, Ph.D.

Second Advisor

Norma Hafenstein, Ph.D.

Third Advisor

Kathy Green

Fourth Advisor

Daniel Baack

Keywords

Curiosity, Diversity, Gifted, GT, Gifted and talented, Mixed methods, Talented

Abstract

This dissertation was designed to explore the link between epistemic curiosity and giftedness, in order to provide an additional potentially non-biased assessment to contribute to gifted identification "body of evidence" files for underrepresented and underserved populations. Students of color and students of lower socio-economic status are less likely to be placed into gifted and talented enrichment programs (Donovan & Cross, 2002). If a significant relationship is found between high curiosity and students who benefit from gifted education, psychometric instruments used for measuring curiosity could be invaluable in placing students in appropriate educational environments.

The study used a mixed methods design to measure epistemic curiosity in gifted and non-gifted populations for comparison, as well as conducted interviews to better understand perspectives of curiosity in both populations. If a strong difference between curiosity by giftedness was identified, and no mitigating factors found that might adversely change the reliability of the data, then the author can propose the recommendation that curiosity surveys be included in gifted identification "body of evidence" (BOE) portfolios nationwide.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Cameron Hays

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

149 p.

Discipline

Education, Educational psychology

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