Date of Defense
26-5-2025 11:00 AM
Location
H1-0054
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Special Education
College
College of Education
Department
Special and Gifted Education
First Advisor
Dr. Rhoda Myra Garces-Bacsal
Keywords
Creative Giftedness Education, Giftedness Concept, Three-Ring Conception of Giftedness, Actiotope Model, Sequential Explanatory Design, Creatively Gifted Student, Public School Enrichment Program, Ajman, Umm Al Quwain, Ajman, UAE.
Abstract
This study explores creative giftedness as perceived and conceptualized by teachers, school leaders, and nominated gifted students within Cycle-3 public schools in the northern Emirates of Ajman and Umm Al Quwain in the United Arab Emirates. The research investigates how giftedness and creative giftedness are defined, identified, and supported through enrichment programs, while also examining the internal and external enablers and challenges as perceived by both educators and creatively gifted students. Employing a mixed-methods sequential explanatory design and using Renzulli’s (2012) Three-Ring Conception of Giftedness and Ziegler’s (2005) Actiotope Model of Giftedness as guiding frameworks, data were collected from 153 educators through questionnaires, followed by semi-structured interviews with 24 teachers and school leaders. Focus group interviews were likewise conducted with 14 teacher-nominated creatively gifted students, using photo elicitation to enrich the focused group interviews. Quantitative findings highlighted a limited but emerging awareness of creative giftedness especially from teachers, while qualitative data revealed a more nuanced conception. Furthermore, the study discovered inconsistencies in identification procedures, limited institutional support, and sociocultural constraints as articulated by the respondents. However, it also uncovered strong internal drivers, such as resilience, intrinsic motivation, and spiritual reflection, as well as the critical role of teacher and family support and environmental stimuli in enhancing creative giftedness. These findings underscore the need for clearer definitions, more structured and systematic identification practices and enrichment programs to support creatively gifted students in the UAE, while highlighting the importance of acknowledging student voice in shaping gifted education policy and practice.
EXPLORING THE CONCEPTUALIZATION, IDENTIFICATION, ENRICHMENT PROCEDURES, AND ASSOCIATED NEEDS OF CREATIVELY GIFTED STUDENTS IN CYCLE-3 PUBLIC SCHOOLS IN AJMAN AND UMM QUWAIN, UNITED ARAB EMIRATES
H1-0054
This study explores creative giftedness as perceived and conceptualized by teachers, school leaders, and nominated gifted students within Cycle-3 public schools in the northern Emirates of Ajman and Umm Al Quwain in the United Arab Emirates. The research investigates how giftedness and creative giftedness are defined, identified, and supported through enrichment programs, while also examining the internal and external enablers and challenges as perceived by both educators and creatively gifted students. Employing a mixed-methods sequential explanatory design and using Renzulli’s (2012) Three-Ring Conception of Giftedness and Ziegler’s (2005) Actiotope Model of Giftedness as guiding frameworks, data were collected from 153 educators through questionnaires, followed by semi-structured interviews with 24 teachers and school leaders. Focus group interviews were likewise conducted with 14 teacher-nominated creatively gifted students, using photo elicitation to enrich the focused group interviews. Quantitative findings highlighted a limited but emerging awareness of creative giftedness especially from teachers, while qualitative data revealed a more nuanced conception. Furthermore, the study discovered inconsistencies in identification procedures, limited institutional support, and sociocultural constraints as articulated by the respondents. However, it also uncovered strong internal drivers, such as resilience, intrinsic motivation, and spiritual reflection, as well as the critical role of teacher and family support and environmental stimuli in enhancing creative giftedness. These findings underscore the need for clearer definitions, more structured and systematic identification practices and enrichment programs to support creatively gifted students in the UAE, while highlighting the importance of acknowledging student voice in shaping gifted education policy and practice.
