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The Impact of Direct Involvement I and Direct Involvement II Experiences on Secondary School Students' Social Capital, as Measured by Co-Cognitive Factors of the Operation Houndstooth Intervention Theory

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Sands, Michelle M.; Heilbronner, Nancy N. – Gifted Child Quarterly, 2014

A mixed-methods study grounded in Renzulli's Operation Houndstooth Intervention Theory examined the impact of different types of volunteer experiences on the six co-cognitive factors (Optimism, Courage, Romance With a Topic/Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny) associated with the…

Descriptors: High School Students, Social Capital, Volunteers, Gifted

A Mixed-Methods Comparison of Vocational and Identified-Gifted High School Students on the Overexcitability Questionnaire

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Piirto, Jane; Fraas, John – Journal for the Education of the Gifted, 2012

Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by…

Descriptors: Gifted, Questionnaires, Effect Size, Gender Differences

Effective Teaching Practices in U.S. History. Research Watch. E&R Report No. 07.05

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Haynie, Glenda; Stephani, Melinda – Wake County Public School System, 2008

This study analyzed the instructional practices of more versus less effective U.S. History teachers identified by a multiple regression model. Using surveys, observations, and focus-group interviews, the study found that the most effective teachers had a more complete package of rigor, relevance, and relationship strategies than less effective…

Descriptors: Instructional Effectiveness, Educational Practices, United States History, Multiple Regression Analysis