The usefulness of the HOTS program as a nontraditional tool for identification of giftedness in educationally disadvantaged students

Persistent Link:
http://hdl.handle.net/10150/277977
Title:
The usefulness of the HOTS program as a nontraditional tool for identification of giftedness in educationally disadvantaged students
Author:
Keown, Sharon Marie, 1948-
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was designed to investigate the usefulness of the Higher Order Thinking Skills (HOTS) program as a nontraditional tool for identification of giftedness in educationally disadvantaged students. Twenty-three HOTS students were studied. The comparison group consisted of eight students. This study used the quasi-experimental pre-posttest design. Pre and post tests of the Cognitive Abilities Test (Cog AT) were administered to both groups. The HOTS group was given the Woodcock Johnson Psych-educational Battery: Part One (W-J) and rated on a teacher's checklist before and after treatment. Treatment consisted of sixty hours of HOTS instruction. The t Test for dependent samples was used to analyze all the data to determine any significant gains. Significant growth was noted with the HOTS group in the quantitative and Nonverbal areas as well as in all the W-J subtests. The HOTS program is useful in advancing students' thinking skills in a short period of time. Further research is warranted to determine if greater gains would be achieved through a larger sampling and longer study.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Elementary.; Education, Special.; Education, Technology of.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College
Degree Grantor:
University of Arizona
Advisor:
Maker, C. June

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe usefulness of the HOTS program as a nontraditional tool for identification of giftedness in educationally disadvantaged studentsen_US
dc.creatorKeown, Sharon Marie, 1948-en_US
dc.contributor.authorKeown, Sharon Marie, 1948-en_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was designed to investigate the usefulness of the Higher Order Thinking Skills (HOTS) program as a nontraditional tool for identification of giftedness in educationally disadvantaged students. Twenty-three HOTS students were studied. The comparison group consisted of eight students. This study used the quasi-experimental pre-posttest design. Pre and post tests of the Cognitive Abilities Test (Cog AT) were administered to both groups. The HOTS group was given the Woodcock Johnson Psych-educational Battery: Part One (W-J) and rated on a teacher's checklist before and after treatment. Treatment consisted of sixty hours of HOTS instruction. The t Test for dependent samples was used to analyze all the data to determine any significant gains. Significant growth was noted with the HOTS group in the quantitative and Nonverbal areas as well as in all the W-J subtests. The HOTS program is useful in advancing students' thinking skills in a short period of time. Further research is warranted to determine if greater gains would be achieved through a larger sampling and longer study.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Technology of.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C. Juneen_US
dc.identifier.proquest1345617en_US
dc.identifier.bibrecord.b27056119en_US
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