Date of Award
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
Bruce Uhrmacher, Ph.D.
Norma Hafenstein, Ph.D.
Curiosity, Diversity, Gifted, GT, Gifted and talented, Mixed methods, Talented
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.
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Received from ProQuest
Hays, Cameron, "Curiosity and Gifted Identification: A Mixed Methods Study" (2018). Electronic Theses and Dissertations. 1435.
Education, Educational psychology