{"id":{"repo_id":"uab","oai_identifier":"oai:digitalcommons.library.uab.edu:etd-collection-7909"},"canonical_url":"https://search.dev.ndltd.org/etd/uab/oai:digitalcommons.library.uab.edu:etd-collection-7909","repository":{"repo_id":"uab","name":"University of Alabama Birmingham","base_url":"https://digitalcommons.library.uab.edu/do/oai/"},"display":{"title":"The Effects of Training on the Accuracy of Teacher Referrals of Gifted Children.","abstract":"In 1912, an educational mandate, prepared by the Children's Bureau for the President of the United States, stated as its primary objective: \"to investigate and report on all matters affecting the welfare and education of children from all backgrounds.\" In the report, emphasis was placed on those children from poverty stricken backgrounds who needed extra encouragement to develop their talents (CIS, 1970). In 1960, at the White House Conference on Children and Youth, a position paper detailed seven critical issues in education, two of which specifically related to the definition and identification of gifted youth in disadvantaged communities (26, p. 51). In 1970, at the White House Conference on Children and Youth, the Commission on Education again listed as one of its major goals : to initiate basic investigations aimed at identifying and describing the problems which affect the welfare and education of children, youth, and families ; and removing the barriers which prevent them from realizing their true potential (CIS, 1970). In 1978, the United States Congress passed the Gifted and Talented Children’s Education Act. This significant legislation recognized the importance of nurturing gifted and talented children as a unique natural resource. Accordingly, the act cited the necessity of developing the talents of gifted children during the formative elementary school years, and set forth specific guidelines for the expansion of programs \"designed to identify the educational needs of gifted and talented children, and to give appropriate consideration to the particular educational needs of disadvantaged gifted and talented children\" (34, pp. 2292-2293).","abstract_html":"In 1912, an educational mandate, prepared by the Children's Bureau for the President of the United States, stated as its primary objective: "to investigate and report on all matters affecting the welfare and education of children from all backgrounds." In the report, emphasis was placed on those children from poverty stricken backgrounds who needed extra encouragement to develop their talents (CIS, 1970). In 1960, at the White House Conference on Children and Youth, a position paper detailed seven critical issues in education, two of which specifically related to the definition and identification of gifted youth in disadvantaged communities (26, p. 51). In 1970, at the White House Conference on Children and Youth, the Commission on Education again listed as one of its major goals : to initiate basic investigations aimed at identifying and describing the problems which affect the welfare and education of children, youth, and families ; and removing the barriers which prevent them from realizing their true potential (CIS, 1970). In 1978, the United States Congress passed the Gifted and Talented Children’s Education Act. This significant legislation recognized the importance of nurturing gifted and talented children as a unique natural resource. Accordingly, the act cited the necessity of developing the talents of gifted children during the formative elementary school years, and set forth specific guidelines for the expansion of programs "designed to identify the educational needs of gifted and talented children, and to give appropriate consideration to the particular educational needs of disadvantaged gifted and talented children" (34, pp. 2292-2293).","abstract_has_math":false,"creators":["Love, Deborah Roberson"],"institution":null,"degree_name":null,"degree_level":"Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982-01-01T08:00:00Z","date_published":"1982-01-01T08:00:00Z","updated_at":"2026-07-24T05:05:51Z","subjects":["Teacher referrals","Gifted children","Children education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.library.uab.edu/etd-collection/6917","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Love, Deborah Roberson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher referrals","Gifted children","Children education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.library.uab.edu/etd-collection/6917"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In 1912, an educational mandate, prepared by the Children's Bureau for the President of the United States, stated as its primary objective: \"to investigate and report on all matters affecting the welfare and education of children from all backgrounds.\" In the report, emphasis was placed on those children from poverty stricken backgrounds who needed extra encouragement to develop their talents (CIS, 1970). In 1960, at the White House Conference on Children and Youth, a position paper detailed seven critical issues in education, two of which specifically related to the definition and identification of gifted youth in disadvantaged communities (26, p. 51). In 1970, at the White House Conference on Children and Youth, the Commission on Education again listed as one of its major goals : to initiate basic investigations aimed at identifying and describing the problems which affect the welfare and education of children, youth, and families ; and removing the barriers which prevent them from realizing their true potential (CIS, 1970). In 1978, the United States Congress passed the Gifted and Talented Children’s Education Act. This significant legislation recognized the importance of nurturing gifted and talented children as a unique natural resource. Accordingly, the act cited the necessity of developing the talents of gifted children during the formative elementary school years, and set forth specific guidelines for the expansion of programs \"designed to identify the educational needs of gifted and talented children, and to give appropriate consideration to the particular educational needs of disadvantaged gifted and talented children\" (34, pp. 2292-2293)."]},{"key":"dc:title","label":"Title","values":["The Effects of Training on the Accuracy of Teacher Referrals of Gifted Children."]}]}],"canonical_facts":{"dc:creator":["Love, Deborah Roberson"],"dc:description.abstract":["In 1912, an educational mandate, prepared by the Children's Bureau for the President of the United States, stated as its primary objective: \"to investigate and report on all matters affecting the welfare and education of children from all backgrounds.\" In the report, emphasis was placed on those children from poverty stricken backgrounds who needed extra encouragement to develop their talents (CIS, 1970). In 1960, at the White House Conference on Children and Youth, a position paper detailed seven critical issues in education, two of which specifically related to the definition and identification of gifted youth in disadvantaged communities (26, p. 51). In 1970, at the White House Conference on Children and Youth, the Commission on Education again listed as one of its major goals : to initiate basic investigations aimed at identifying and describing the problems which affect the welfare and education of children, youth, and families ; and removing the barriers which prevent them from realizing their true potential (CIS, 1970). In 1978, the United States Congress passed the Gifted and Talented Children’s Education Act. This significant legislation recognized the importance of nurturing gifted and talented children as a unique natural resource. Accordingly, the act cited the necessity of developing the talents of gifted children during the formative elementary school years, and set forth specific guidelines for the expansion of programs \"designed to identify the educational needs of gifted and talented children, and to give appropriate consideration to the particular educational needs of disadvantaged gifted and talented children\" (34, pp. 2292-2293)."],"dc:identifier":["https://digitalcommons.library.uab.edu/etd-collection/6917"],"dc:subject":["Teacher referrals","Gifted children","Children education"],"dc:title":["The Effects of Training on the Accuracy of Teacher Referrals of Gifted Children."],"thesis:degree_level":["Thesis"]},"updated_at":"2026-07-24T05:05:51Z"}