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ts.
In
t
h
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y
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d
e
sc
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e
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e
y
m
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d
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l
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d
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t
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li
tati
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n
d
q
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ti
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ta
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ted
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e
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c
c
o
rd
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g
t
o
t
h
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p
rin
c
i
p
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e
s
o
f
p
ra
g
m
a
ti
st p
h
il
o
s
o
p
h
y
.
“
Atti
tu
d
e
S
c
a
le
to
wa
rd
s
G
ift
e
d
Ed
u
c
a
ti
o
n
”
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s
a
p
p
li
e
d
to
2
5
0
c
o
u
n
se
lo
rs
in
o
r
d
e
r
to
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lec
t
q
u
a
n
t
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a
ti
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d
a
ta.
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h
e
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le,
wh
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o
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sists
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f
1
4
it
e
m
s,
wa
s
d
e
v
e
lo
p
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d
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y
G
a
g
n
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a
n
d
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e
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u
a
n
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d
a
p
ted
to
Tu
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b
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p
.
T
h
e
q
u
a
li
t
a
ti
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a
ta
wa
s
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o
ll
e
c
ted
b
y
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m
i
-
stru
c
tu
re
d
in
ter
v
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rm
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sists
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f
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o
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wa
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3
.
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wh
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te
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a
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slig
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tl
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p
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sit
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tt
it
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e
.
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h
e
sc
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s
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re
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n
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ly
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d
a
c
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ty
,
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a
v
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g
g
ift
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n
ts
a
n
d
i
n
stit
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ti
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f
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o
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n
se
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b
y
u
si
n
g
t
tes
t
a
n
d
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OV
A.
Co
n
ten
t
a
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ly
sis
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rm
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t
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s
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terv
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s.
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h
e
m
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jo
rit
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se
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v
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K
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C
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Diag
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te
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Gif
ted
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ca
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n
Gif
ted
s
tu
d
en
t
T
h
is i
s
a
n
o
p
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n
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c
c
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ss
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rticle
u
n
d
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CC B
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li
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C
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A
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Gö
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d
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Dep
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Dev
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Hitit Un
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ity
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Ç
o
r
u
m
,
T
u
r
k
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.
E
m
ail:
n
is
ak
ay
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g
m
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co
m
1.
I
NT
RO
D
UCT
I
O
N
Gif
ted
in
d
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r
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in
d
o
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s
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k
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[
1
]
.
Gif
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alwa
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p
ted
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e
t
o
p
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eju
d
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s
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ch
as,
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u
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im
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t.
Ad
d
itio
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u
ca
tio
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c
r
ea
tes
an
elite
class
;
th
is
cr
ea
tes
p
r
o
b
lem
s
th
at
s
o
ciety
ca
n
n
o
t
o
v
er
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m
e.
T
h
e
in
s
titu
tio
n
s
th
at
ch
o
s
e
s
tu
d
en
ts
ar
e
f
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ted
.
Sp
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d
u
ca
tio
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s
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ld
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t
b
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c
o
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ce
r
n
ed
with
g
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f
ted
ch
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r
en
.
”
B
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o
f
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p
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ativ
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o
war
d
s
ed
u
ca
tio
n
o
f
g
if
te
d
s
tu
d
en
ts
[
2
]
.
T
h
e
m
o
s
t
im
p
o
r
t
an
t
f
ac
to
r
u
n
d
e
r
ly
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teac
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r
s
'
attitu
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d
s
s
tu
d
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w
it
h
s
p
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ed
u
ca
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s
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b
e
k
n
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le
ab
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t
t
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s
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b
ject.
T
ea
ch
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r
s
h
a
v
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n
e
g
ativ
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es
i
f
th
e
y
d
o
n
o
t
h
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v
e
e
n
o
u
g
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
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d
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.
Vo
l.
9
,
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4
,
Dec
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b
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r
2
0
2
0
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1
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k
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a
b
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t
h
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p
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e
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th
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ex
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[
3
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.
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s
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ca
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teac
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s
k
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d
also
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ted
m
o
r
e
p
o
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itiv
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class
clim
ates
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m
p
ar
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to
t
h
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d
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t
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av
e
tr
ai
n
in
g
ab
o
u
t
g
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f
ted
e
d
u
ca
tio
n
[
4
]
.
Ho
wev
er
,
ac
c
o
r
d
in
g
to
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esear
ch
in
T
u
r
k
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s
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tr
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in
g
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th
is
co
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t
ex
t [
5
,
6
]
.
T
h
e
ac
h
iev
em
en
t
o
f
p
r
o
g
r
am
s
f
o
r
g
if
ted
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tu
d
en
ts
is
b
ased
o
n
attitu
d
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to
war
d
s
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ed
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ca
tio
n
o
f
g
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ted
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tu
d
en
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u
s
,
wh
e
n
d
e
v
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p
in
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a
p
r
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r
am
f
o
r
g
if
ted
s
tu
d
en
ts
,
th
e
f
ir
s
t
q
u
e
s
tio
n
s
h
o
u
ld
b
e
“wh
at
is
o
u
r
attitu
d
e
to
war
d
s
th
e
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
en
ts
?”
[
1
]
.
Desp
ite
th
is
f
ac
t,
in
T
u
r
k
ey
,
th
er
e
a
r
e
lim
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u
m
b
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s
o
f
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at
ex
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teac
h
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s
to
war
d
s
th
e
ed
u
ca
tio
n
o
f
g
if
ted
[
5
-
8
]
.
T
h
e
r
esu
lts
o
f
t
h
ese
s
tu
d
ie
s
r
ev
ea
l
th
at
th
e
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f
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s
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s
g
if
ted
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u
ca
tio
n
r
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g
e
f
r
o
m
u
n
s
tab
le
lev
el
to
s
lig
h
tly
p
o
s
itiv
e
lev
el.
A
s
tu
d
y
with
3
2
3
teac
h
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s
f
r
o
m
1
4
d
if
f
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t
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r
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ch
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er
s
’
attitu
d
es
ab
o
u
t
th
e
g
if
te
d
ed
u
ca
tio
n
we
r
e
s
lig
h
tly
p
o
s
itiv
e
wh
er
ea
s
Ps
y
ch
o
lo
g
ical
C
o
u
n
s
elin
g
an
d
Gu
id
an
ce
teac
h
er
s
h
av
e
th
e
h
ig
h
est
av
er
ag
e
s
c
o
r
e
o
f
attitu
d
es
to
war
d
s
g
if
ted
ed
u
ca
tio
n
[
8
]
.
Sch
o
o
l
co
u
n
s
elo
r
s
h
elp
g
if
ted
s
tu
d
en
ts
with
co
n
ce
r
n
s
r
eg
ar
d
in
g
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
g
if
ted
ex
p
er
ien
ce
.
A
s
tu
d
y
th
at
d
eter
m
in
ed
wh
ich
co
u
n
s
elin
g
co
n
c
er
n
s
ar
e
ex
p
e
r
ien
ce
d
b
y
g
if
ted
s
tu
d
en
ts
with
1
5
3
p
a
r
ticip
an
ts
.
Fin
d
in
g
s
s
h
o
w
th
at
s
ch
o
o
l
co
u
n
s
elo
r
s
h
a
v
e
im
p
o
r
tan
t
r
o
l
es
in
th
e
ac
a
d
em
ic,
ca
r
ee
r
an
d
p
er
s
o
n
al/s
o
cial
d
o
m
ain
s
o
f
g
if
ted
s
tu
d
e
n
ts
[
9
]
.
Fu
r
th
er
m
o
r
e
,
co
u
n
s
elo
r
s
p
r
o
v
id
e
in
f
o
r
m
atio
n
an
d
p
er
s
p
ec
t
iv
e
r
eg
ar
d
in
g
ac
ce
ler
atio
n
to
th
eir
p
ar
en
ts
an
d
ed
u
ca
to
r
s
[
1
0
]
.
I
n
th
is
co
n
te
x
t,
s
ch
o
o
l
co
u
n
s
elo
r
s
ar
e
ex
p
er
ts
wh
o
s
e
attitu
d
es
ar
e
cr
u
c
ial
in
ed
u
ca
tio
n
o
f
g
if
ted
.
A
s
u
r
v
ey
s
tu
d
y
d
eter
m
in
ed
o
p
in
io
n
s
an
d
tr
ain
in
g
n
ee
d
s
o
f
th
e
g
u
i
d
a
n
ce
teac
h
e
r
s
f
o
r
g
if
ted
s
tu
d
en
ts
with
a
s
tu
d
y
g
r
o
u
p
c
o
n
s
is
ted
o
f
9
5
g
u
id
e
teac
h
er
s
wo
r
k
i
n
g
in
s
ec
o
n
d
ar
y
an
d
h
ig
h
s
ch
o
o
ls
in
No
r
th
C
y
p
r
u
s
.
T
h
e
av
er
ag
e
s
co
r
e
o
f
th
e
o
p
i
n
io
n
s
o
f
th
e
g
u
id
a
n
ce
teac
h
er
s
to
war
d
s
th
e
g
if
ted
s
tu
d
en
ts
was
with
in
th
e
lim
it
s
o
f
“
u
n
d
ec
id
ed
”,
w
h
ich
r
ev
ea
le
d
n
eg
ativ
e
c
o
n
n
o
tatio
n
s
ab
o
u
t
g
if
ted
s
tu
d
en
ts
[
1
1
]
.
A
q
u
alitativ
e
r
esear
ch
with
2
2
s
ch
o
o
l
p
s
y
ch
o
lo
g
ical
co
u
n
s
elo
r
s
,
ex
am
in
ed
th
e
o
p
in
i
o
n
s
o
f
s
ch
o
o
l
c
o
u
n
s
elo
r
s
o
n
g
if
te
d
n
ess
,
th
e
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
e
n
ts
an
d
th
e
s
er
v
ices
f
o
r
g
if
ted
s
tu
d
en
ts
at
s
ch
o
o
ls
.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
,
s
ch
o
o
l
co
u
n
s
elo
r
s
em
p
h
asized
th
at
alth
o
u
g
h
g
if
ted
ch
ild
r
e
n
ar
e
v
e
r
y
p
r
ec
io
u
s
;
th
eir
v
alu
e
is
n
o
t
s
u
f
f
icien
tly
r
ec
o
g
n
ized
an
d
ev
alu
ated
.
An
o
th
er
f
i
n
d
in
g
o
f
th
e
s
tu
d
y
r
e
v
ea
led
th
at
c
o
u
n
s
elo
r
s
s
tated
th
at
b
ec
au
s
e
o
f
la
ck
o
f
a
n
ed
u
ca
tio
n
cu
r
r
icu
lu
m
,
th
e
f
am
ilies
an
d
teac
h
er
s
ex
p
o
s
e
p
o
s
itiv
e
d
is
cr
im
in
atio
n
to
th
ese
s
tu
d
en
ts
;
wh
ile
th
eir
p
ee
r
s
ex
p
o
s
e
n
eg
ativ
e
d
is
cr
im
in
atio
n
an
d
e
x
clu
d
e
t
h
em
[
1
2
]
.
Gif
ted
s
tu
d
en
ts
h
av
e
u
n
iq
u
e
n
ee
d
s
d
u
e
t
o
asy
n
ch
r
o
n
o
u
s
d
ev
elo
p
m
en
t.
I
n
t
h
at
s
en
s
e
p
s
y
ch
o
lo
g
ical
co
u
n
s
elo
r
s
h
elp
th
em
n
o
t
o
n
l
y
to
im
p
r
o
v
e
th
eir
s
k
ills
an
d
ac
h
iev
e
s
elf
-
r
ea
lizatio
n
[
1
3
]
,
b
u
t
also
s
o
lv
e
th
eir
em
o
tio
n
al
a
n
d
s
o
cial
p
r
o
b
lem
s
.
R
esear
ch
r
esu
lts
r
ev
ea
l
th
at
s
ch
o
o
l
c
o
u
n
s
elo
r
s
w
h
o
ar
e
awa
r
e
o
f
a
n
d
k
n
o
wled
g
ea
b
le
ab
o
u
t
th
e
u
n
iq
u
e
n
ee
d
s
an
d
d
ev
elo
p
m
en
t
o
f
g
if
ted
s
tu
d
en
ts
,
r
ep
o
r
t
m
o
r
e
f
r
e
q
u
en
t
in
v
o
lv
em
e
n
t,
in
clu
d
in
g
ad
v
o
c
ac
y
with
th
ese
s
tu
d
e
n
ts
[
1
4
]
.
I
n
ad
d
itio
n
,
co
u
n
s
elo
r
s
p
r
o
v
i
d
e
in
f
o
r
m
atio
n
an
d
co
u
n
s
elin
g
s
er
v
ices
n
o
t
o
n
ly
t
o
s
tu
d
en
ts
,
b
u
t
also
to
p
a
r
en
ts
an
d
ed
u
ca
t
o
r
s
in
o
r
d
er
to
s
er
v
e
co
llab
o
r
ativ
el
y
.
Gif
ted
s
tu
d
en
ts
r
eq
u
ir
e
s
p
ec
ial
co
u
n
s
elin
g
b
y
well
-
ed
u
ca
ted
p
r
o
f
ess
io
n
als
[
1
5
]
.
T
h
e
r
o
le
o
f
co
u
n
s
elo
r
s
ca
n
n
o
t
b
e
d
en
ied
i
n
th
e
d
iag
n
o
s
in
g
a
n
d
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
e
n
t
s
[
1
6
]
.
I
n
th
is
co
n
tex
t,
t
h
e
attitu
d
es
an
d
o
p
in
io
n
s
o
f
co
u
n
s
elo
r
s
to
war
d
s
ed
u
ca
tio
n
o
f
g
if
ted
ar
e
im
p
o
r
tan
t
a
n
d
s
h
o
u
ld
to
b
e
in
v
esti
g
ated
.
T
h
i
s
s
tu
d
y
d
ep
en
d
s
o
n
s
elf
-
r
ep
o
r
t
d
ata;
it
is
ass
u
m
ed
th
at
th
e
co
u
n
s
elo
r
s
ar
e
s
in
ce
r
e
in
ap
p
ly
in
g
th
e
m
ea
s
u
r
e
m
en
t
to
o
ls
.
Desp
ite
th
is
lim
itatio
n
,
co
n
s
id
er
in
g
th
e
s
ca
r
cit
y
o
f
s
tu
d
ies
co
n
d
u
cte
d
in
T
u
r
k
ey
o
n
th
is
is
s
u
e,
it
is
th
o
u
g
h
t
th
at
th
e
r
esu
lts
o
f
th
is
r
esear
ch
will
d
ir
ec
t
th
e
f
u
tu
r
e
r
esear
c
h
a
n
d
ap
p
licat
io
n
s
.
T
h
is
r
esear
ch
aim
s
t
o
e
x
am
in
e
th
e
attitu
d
es
an
d
o
p
in
i
o
n
s
o
f
th
e
co
u
n
s
elo
r
s
r
eg
ar
d
in
g
th
e
ed
u
ca
tio
n
o
f
t
h
e
g
if
t
ed
s
tu
d
en
ts
.
T
h
e
p
r
o
b
le
m
o
f
th
e
r
esear
ch
is
“
W
h
at
ar
e
th
e
attitu
d
es a
n
d
o
p
in
io
n
s
o
f
th
e
co
u
n
s
elo
r
s
ab
o
u
t
th
e
ed
u
c
atio
n
o
f
th
e
g
if
ted
s
tu
d
en
ts
?
”
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
is
r
esear
ch
,
d
escr
ip
tiv
e
s
u
r
v
ey
m
o
d
el
was
ap
p
lied
.
T
h
e
d
ata
was
g
ath
e
r
ed
b
y
b
o
th
q
u
alitat
iv
e
an
d
q
u
a
n
titativ
e
m
eth
o
d
s
,
wh
i
ch
is
ca
lled
m
ix
ed
m
eth
o
d
.
T
h
e
r
esear
ch
u
s
in
g
m
i
x
ed
m
eth
o
d
is
s
tr
o
n
g
er
th
a
n
th
e
r
esear
ch
u
s
in
g
o
n
ly
o
n
e
m
eth
o
d
,
m
o
r
e
r
esp
o
n
s
iv
e
to
th
e
r
esear
ch
q
u
esti
o
n
s
an
d
m
o
r
e
a
d
eq
u
ate
to
p
r
ev
e
n
t
d
ata
ab
d
u
ctio
n
[
1
7
]
.
Mix
e
d
m
eth
o
d
is
p
r
e
f
er
r
ed
in
o
r
d
er
to
p
r
o
v
id
e
a
m
u
ltid
im
en
s
io
n
a
l
an
d
h
o
lis
tic
v
iew.
T
h
er
ef
o
r
e,
th
e
lim
itatio
n
s
o
f
'p
r
eju
d
ice'
in
th
e
q
u
an
titativ
e
m
eth
o
d
an
d
'
in
ab
ilit
y
to
u
n
d
er
s
tan
d
th
e
co
n
tex
t'
in
q
u
alitativ
e
m
eth
o
d
is
b
alan
ce
d
.
I
n
th
is
s
tu
d
y
,
p
ar
allel
m
ix
ed
m
eth
o
d
was
s
ele
cted
f
r
o
m
th
e
m
ix
ed
m
eth
o
d
ty
p
es.
I
n
th
e
p
a
r
allel
m
ix
ed
m
eth
o
d
,
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
ar
e
co
llected
s
im
u
ltan
eo
u
s
ly
.
All
co
llected
d
ata
is
c
o
m
b
in
e
d
.
T
h
e
r
esu
lts
ar
e
u
s
ed
t
o
u
n
d
er
s
tan
d
th
e
r
esear
ch
p
r
o
b
lem
[
1
8
]
.
I
n
th
e
r
esear
c
h
p
r
o
ce
s
s
,
q
u
an
titativ
e
an
d
q
u
a
litativ
e
d
ata
wer
e
tak
en
to
g
eth
er
,
an
aly
ze
d
s
ep
ar
ately
a
n
d
th
e
r
esu
lts
o
f
th
e
an
aly
s
is
wer
e
in
ter
p
r
eted
s
ep
a
r
ately
an
d
th
e
n
to
g
et
h
er
.
T
h
e
s
tu
d
y
was
ca
r
r
ie
d
o
u
t
i
n
th
e
f
ir
s
t
ter
m
o
f
2
0
1
8
-
2
0
1
9
ac
ad
em
ic
y
ea
r
,
with
2
5
0
co
u
n
s
elo
r
s
v
o
lu
n
teer
in
g
t
o
p
a
r
ticip
ate
in
th
e
r
esear
ch
,
wo
r
k
in
g
in
v
ar
i
o
u
s
cities
in
T
u
r
k
ey
.
Sn
o
w
b
a
ll
(
ch
ain
)
s
am
p
lin
g
an
d
m
ax
im
u
m
d
iv
er
s
ity
tech
n
iq
u
es
wer
e
u
s
ed
f
r
o
m
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
et
h
o
d
.
I
n
th
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
A
ttit
u
d
es a
n
d
o
p
in
io
n
s
o
f c
o
u
n
s
elo
r
s
a
b
o
u
t e
d
u
ca
tio
n
o
f
g
ifted
s
tu
d
en
ts
(
N
is
a
Gö
kd
en
K
a
ya
)
1019
th
e
ju
d
g
m
en
t
o
f
th
e
r
esear
ch
er
is
u
s
ed
ab
o
u
t
th
e
s
elec
tio
n
o
f
th
e
s
tu
d
y
g
r
o
u
p
th
at
is
m
o
s
t
s
u
itab
le
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
[
1
7
]
.
Dis
tr
ib
u
tio
n
o
f
co
u
n
s
elo
r
s
’
d
e
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ap
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1
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T
ab
le
1
.
Dem
o
g
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o
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ar
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th
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y
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l
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e
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r
a
p
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c
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r
F
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8
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7
4
.
8
M
a
l
e
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5
.
2
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e
n
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r
s
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5
.
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11
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r
s
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r
s
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n
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f
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st
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t
s
Y
e
s
1
2
9
5
1
.
6
No
1
2
1
48
.4
I
n
st
i
t
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t
i
o
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P
r
i
mary
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h
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l
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l
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1
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6
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i
g
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sc
h
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l
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42
G
u
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d
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n
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e
a
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d
R
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se
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r
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h
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e
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t
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r
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8
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c
i
e
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c
e
a
n
d
A
r
t
C
e
n
t
e
r
7
2
.
8
As
s
h
o
wn
in
T
ab
le
1
,
7
4
.
8
%
o
f
p
ar
ticip
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ts
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e
f
em
ale
a
n
d
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5
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2
%
ar
e
m
ale.
T
h
e
p
r
o
p
o
r
tio
n
o
f
th
o
s
e
wh
o
h
a
v
e
0
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1
0
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ea
r
s
s
en
io
r
it
y
is
2
5
.
6
%;
wh
ile
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e
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r
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p
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ti
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e
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o
h
av
e
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1
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1
9
y
ea
r
s
o
f
s
en
io
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ity
is
3
7
.
2
%,
it
is
3
7
.
2
%
wh
o
h
av
e
o
v
er
2
0
y
ea
r
s
an
d
o
v
e
r
.
5
1
.
6
%
o
f
th
e
p
ar
ticip
an
ts
h
ad
g
if
t
ed
s
tu
d
en
ts
,
wh
ile
4
8
.
4
%
d
id
n
o
t
h
a
v
e
g
if
ted
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tu
d
en
ts
.
2
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.
6
%
o
f
p
ar
ticip
an
t
s
wo
r
k
in
p
r
im
ar
y
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ch
o
o
l,
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1
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%
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s
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o
n
d
ar
y
s
ch
o
o
l,
4
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in
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ig
h
s
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o
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Gu
id
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n
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d
R
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C
en
ter
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d
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in
Scien
ce
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d
Ar
t
C
en
ter
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I
n
th
is
r
esear
ch
,
p
er
s
o
n
al
in
f
o
r
m
atio
n
f
o
r
m
f
o
r
th
e
d
em
o
g
r
ap
h
ic
f
ea
tu
r
es,
“
Attitu
d
e
Scale
to
war
d
s
Gif
ted
E
d
u
ca
tio
n
”
an
d
in
ter
v
iew
f
o
r
m
r
elate
d
to
th
e
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
e
n
ts
in
T
u
r
k
e
y
wer
e
u
s
ed
.
T
h
e
q
u
an
titativ
e
d
ata
wer
e
co
llect
ed
u
s
in
g
th
e
s
ca
le
“
Atti
tu
d
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Scale
to
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s
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ted
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d
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d
e
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elo
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y
Gag
n
é
an
d
Nad
ea
u
[
1
9
]
.
T
h
e
o
r
ig
in
al
o
f
th
e
s
ca
le
co
n
s
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ts
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f
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d
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s
u
b
-
d
im
e
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io
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s
.
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h
e
s
ca
le
was
ad
ap
ted
t
o
T
u
r
k
is
h
,
r
ev
is
ed
an
d
s
h
o
r
te
n
ed
b
y
T
o
r
to
p
[
2
0
]
.
T
h
e
s
ca
le
is
f
i
v
e
-
p
o
i
n
t
L
ik
e
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–
t
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p
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n
d
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o
n
s
is
ts
o
f
1
4
item
s
,
7
o
f
wh
ich
ar
e
p
o
s
itiv
e
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d
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o
f
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ic
h
ar
e
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eg
at
iv
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h
er
e
ar
e
th
r
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s
u
b
-
d
im
e
n
s
io
n
s
o
f
th
e
s
ca
le
wh
ich
ar
e:
‘
Nee
d
an
d
Su
p
p
o
r
t
Dim
en
s
io
n
’
,
‘
R
esis
tan
ce
to
Ob
jectio
n
s
Dim
en
s
io
n
’
an
d
‘
Ab
ilit
y
Gr
o
u
p
in
g
Dim
en
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io
n
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an
a
v
er
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g
e
o
f
2
.
0
0
p
o
in
ts
an
d
b
elo
w
is
ev
alu
ated
as
n
eg
ativ
e
attitu
d
e,
b
etwe
en
2
.
0
0
t
o
2
.
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4
p
o
in
ts
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ea
n
s
v
er
y
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ativ
e
attitu
d
e,
b
etwe
en
2
.
7
5
an
d
3
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2
5
p
o
i
n
ts
r
ef
lect
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m
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iv
alen
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attitu
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e,
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etwe
en
3
.
2
6
to
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0
0
p
o
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ts
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ea
n
s
s
lig
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tly
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o
s
itiv
e
attitu
d
e,
4
.
0
0
p
o
in
ts
an
d
a
b
o
v
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is
co
n
s
id
er
ed
as
p
o
s
itiv
e
attitu
d
e.
A
r
eliab
ilit
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an
aly
s
is
was
p
er
f
o
r
m
e
d
to
d
eter
m
in
e
th
e
r
eliab
ilit
y
lev
el
o
f
th
e
s
ca
l
e
u
s
ed
in
th
e
s
tu
d
y
an
d
th
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
ef
f
icien
t
was
o
b
tain
ed
.
Acc
o
r
d
i
n
g
ly
,
th
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
ef
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icien
t
f
o
r
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d
s
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d
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p
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t
f
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r
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alen
t
’
is
0
.
7
1
0
;
f
o
r
‘
R
esp
o
n
d
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to
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i
al
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is
0
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6
6
0
;
f
o
r
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Sp
ec
ial
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ilit
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lass
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io
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is
0
.
7
9
6
.
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r
th
e
to
tal
s
c
ale,
it
is
0
.
8
2
8
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
s
ca
le
is
a
r
eliab
le
m
ea
s
u
r
em
en
t to
o
l.
Qu
alitativ
e
d
ata
was
co
llecte
d
f
r
o
m
4
0
co
u
n
s
elo
r
s
f
r
o
m
th
e
s
tu
d
y
g
r
o
u
p
,
b
y
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
co
n
s
is
tin
g
o
f
4
q
u
esti
o
n
s
ab
o
u
t
th
e
e
d
u
ca
tio
n
o
f
g
if
te
d
in
T
u
r
k
e
y
,
p
r
ep
ar
e
d
b
y
th
e
r
esear
ch
er
s
.
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h
ile
p
r
ep
ar
in
g
th
e
in
ter
v
iew
f
o
r
m
,
f
ir
s
t o
f
all,
th
e
liter
atu
r
e
r
ev
iew
was d
o
n
e
in
ac
co
r
d
an
ce
with
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
an
d
th
en
o
p
in
i
o
n
s
ar
e
r
ec
eiv
e
d
f
r
o
m
t
h
r
ee
ac
a
d
em
ician
s
wh
o
ar
e
th
e
f
ield
e
x
p
er
ts
.
Qu
an
titativ
e
d
ata
wer
e
an
aly
ze
d
with
SP
SS
2
0
.
0
p
r
o
g
r
am
.
I
n
o
r
d
e
r
t
o
test
wh
eth
er
th
e
to
tal
s
co
r
es
o
f
teac
h
er
s
ar
e
d
is
tr
ib
u
ted
n
o
r
m
ally
,
Sh
a
p
ir
o
-
W
ilk
T
est
was
u
s
ed
.
T
h
e
r
e
s
u
lt
o
f
Sh
ap
ir
o
-
W
ilk
T
est
was
.
0
7
2
(
p
>
0
.
0
5
)
wh
ich
s
h
o
ws
th
at
s
co
r
es
ar
e
d
is
tr
ib
u
ted
n
o
r
m
ally
,
th
u
s
p
ar
am
etr
ic
test
s
wer
e
u
s
ed
.
T
h
e
t
-
test
an
d
o
n
e
-
way
ANOV
A
te
s
t
wer
e
u
s
ed
in
in
d
ep
en
d
en
t
g
r
o
u
p
s
to
d
eter
m
in
e
th
e
m
ea
n
s
an
d
th
e
s
ig
n
if
ican
c
e
o
f
th
e
d
if
f
er
e
n
ce
b
etwe
en
th
e
m
ea
n
s
o
f
attitu
d
e
s
ca
le
s
co
r
es
an
d
s
u
b
-
d
im
en
s
io
n
s
,
in
ter
m
s
id
en
tifie
d
v
ar
iab
les.
C
o
n
ten
t
an
aly
s
is
was
co
n
d
u
cted
t
o
an
aly
ze
th
e
q
u
alitativ
e
d
ata
o
b
ta
in
ed
f
r
o
m
th
e
in
ter
v
iews.
I
n
t
h
e
co
n
te
n
t
an
aly
s
is
,
s
im
ilar
d
ata
ar
e
o
r
g
an
ize
d
b
y
b
r
in
g
in
g
t
o
g
eth
er
with
in
ce
r
tain
c
o
n
ce
p
ts
an
d
th
em
es
an
d
d
ata
is
in
ter
p
r
eted
[
2
1
]
.
Q
u
alitativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
f
r
e
q
u
en
cy
d
is
tr
ib
u
tio
n
s
an
d
p
er
ce
n
tag
e.
T
o
e
n
s
u
r
e
v
alid
ity
an
d
r
eliab
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y
,
two
ex
p
er
ts
al
s
o
an
aly
ze
d
s
ep
ar
ately
f
r
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m
th
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r
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ch
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s
.
Acc
o
r
d
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n
g
to
th
e
r
eliab
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y
f
o
r
m
u
la,
o
v
er
7
0
% o
f
th
e
co
n
s
en
s
u
s
is
r
eliab
le
[
2
2
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SI
O
N
3
.
1
.
Resul
t
s
Firstl
y
,
th
e
q
u
an
titativ
e
d
ata
g
ath
er
ed
f
r
o
m
“
Attitu
d
e
Scale
to
war
d
s
Gif
ted
E
d
u
ca
tio
n
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ar
e
an
aly
ze
d
.
T
h
e
m
ea
n
o
f
s
co
r
es
o
f
Nee
d
an
d
Su
p
p
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r
t
s
u
b
s
ca
le
is
4
.
0
2
an
d
s
tan
d
ar
d
d
ev
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n
(
S.
d
.
)
is
0
.
6
0
;
th
e
m
ea
n
o
f
R
esi
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tan
ce
to
Ob
jectio
n
s
s
u
b
s
ca
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is
3
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4
2
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d
S.
d
.
is
0
.
6
5
; t
h
e
m
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n
o
f
Ab
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Gr
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p
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s
co
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es is
3
.
3
6
a
n
d
S.
d
.
is
0
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6
5
.
T
h
e
m
ea
n
o
f
th
e
s
co
r
e
o
f
to
tal
s
ca
le
is
3
.
6
an
d
S.
d
.
is
0
.
4
7
.
Giv
e
n
th
at
th
e
h
ig
h
est
p
o
s
s
ib
le
s
co
r
e
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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J
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&
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Vo
l.
9
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No
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4
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Dec
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b
e
r
2
0
2
0
:
1
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1020
5
,
it
ca
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b
e
s
aid
th
at
th
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co
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elo
r
s
’
attitu
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s
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h
tly
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itiv
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T
h
en
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th
e
s
co
r
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ac
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ch
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ity
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elo
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s
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h
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r
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a
r
e
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aly
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ac
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d
in
g
to
g
e
n
d
er
.
T
h
e
r
esu
lts
o
f
t
-
test
ar
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s
h
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
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test
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As
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,
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A
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b
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3
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ab
le
3
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ANOV
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r
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lts
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f
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T
h
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s
h
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th
at
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ce
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(
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Acc
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test
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m
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with
1
1
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y
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1
R
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2
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No
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1
3
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4
5
0
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8
A
t
t
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6
No
1
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3
.
6
6
0
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5
0
*
p
<
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0
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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ter
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T
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5
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ANOVA
r
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f
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T
ab
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icate
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o
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g
if
ted
in
d
iv
id
u
als.
T
h
e
m
ajo
r
ity
o
f
co
u
n
s
elo
r
s
h
a
v
e
s
tated
th
at
th
er
e
ar
e
p
r
o
b
lem
s
in
b
o
th
ed
u
ca
tio
n
an
d
d
iag
n
o
s
is
.
E
s
p
ec
ially
,
co
u
n
s
elo
r
s
r
ev
ea
led
p
r
o
b
lem
s
r
elate
d
to
th
e
r
eliab
ilit
y
o
f
th
e
in
tellig
en
ce
test
u
s
ed
in
d
iag
n
o
s
is
.
I
n
ad
d
itio
n
,
h
av
in
g
lack
o
f
in
s
titu
tio
n
s
o
t
h
er
t
h
an
S
cie
n
ce
an
d
Ar
t
C
en
ter
an
d
p
r
o
b
lem
s
r
elate
d
to
th
e
q
u
ality
o
f
ed
u
ca
tio
n
ar
e
e
x
p
r
ess
ed
.
Als
o
,
co
u
n
s
elo
r
s
s
tated
th
at
th
e
d
iag
n
o
s
is
s
h
o
u
ld
b
e
d
o
n
e
at
an
ea
r
lier
a
g
e.
An
o
th
er
s
u
g
g
esti
o
n
f
r
o
m
t
h
e
co
u
n
s
elo
r
s
was
s
ep
ar
ate
an
d
f
r
ee
s
ch
o
o
ls
with
s
p
ec
ial
cu
r
r
icu
lu
m
f
o
r
th
e
g
en
i
u
s
s
tu
d
en
ts
.
4.
CO
NCLU
SI
O
N
T
o
s
u
m
u
p
,
wh
en
th
e
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
b
r
o
u
g
h
t
to
g
eth
er
,
it
ca
n
b
e
s
aid
th
at
co
u
n
s
elo
r
s
wo
r
k
in
g
in
T
u
r
k
e
y
ar
e
s
en
s
itiv
e
to
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
e
n
ts
.
Ho
wev
er
,
s
o
m
e
co
u
n
s
elo
r
s
s
tated
th
at
th
ey
d
id
n
o
t
h
a
v
e
en
o
u
g
h
k
n
o
wled
g
e
ab
o
u
t
g
if
ted
ed
u
ca
tio
n
.
Fu
r
th
er
r
esear
ch
t
h
at
f
o
c
u
s
es
o
n
d
ev
elo
p
i
n
g
th
e
v
o
ca
tio
n
al
q
u
alif
icatio
n
s
o
f
co
u
n
s
elo
r
s
in
ter
m
s
o
f
g
if
ted
ed
u
ca
tio
n
,
ca
n
b
e
u
s
ef
u
l.
I
n
th
at
s
en
s
e,
ex
p
er
im
en
tal
s
tu
d
ies
ca
n
b
e
co
n
d
u
cted
to
im
p
r
o
v
e
th
e
p
o
s
itiv
e
attitu
d
e
o
f
th
e
c
o
u
n
s
elo
r
s
to
war
d
s
th
e
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
s
tu
d
ies
co
m
p
ar
in
g
th
e
attitu
d
es
o
f
co
u
n
s
elo
r
s
an
d
teac
h
er
s
f
r
o
m
d
if
f
er
en
t
b
r
an
c
h
es
wo
r
k
i
n
g
i
n
Scien
ce
an
d
Ar
t
C
en
ter
ca
n
b
e
co
n
d
u
cted
.
Fo
r
im
p
lem
en
t
atio
n
,
in
T
u
r
k
ey
th
e
d
ia
g
n
o
s
is
p
r
o
b
lem
s
r
elate
d
t
o
th
e
in
tellig
en
ce
test
ar
e
waitin
g
s
o
lu
tio
n
.
Als
o
,
n
ew
in
s
titu
tio
n
s
f
o
r
g
if
ted
s
tu
d
en
ts
ar
e
n
ee
d
ed
.
I
n
th
at
s
en
s
e,
m
o
r
e
s
o
p
h
is
ticated
an
d
co
m
p
r
eh
e
n
s
iv
e
p
o
licies
in
th
e
ed
u
ca
tio
n
o
f
g
if
ted
s
tu
d
en
ts
ar
e
n
ee
d
e
d
.
I
n
o
r
d
er
to
in
cr
ea
s
e
th
e
p
o
s
itiv
e
attitu
d
e,
p
r
o
s
p
ec
tiv
e
co
u
n
s
elo
r
s
s
h
o
u
ld
ta
k
e
co
u
r
s
es
r
elate
d
to
ed
u
ca
ti
o
n
o
f
g
if
ted
s
tu
d
en
ts
in
ed
u
ca
tio
n
f
ac
u
lties
.
RE
F
E
R
E
NC
E
S
[1
]
Da
v
is,
G
.
A.
a
n
d
Rim
m
,
S
.
B
.
,
Ed
u
c
a
ti
o
n
o
f
th
e
g
if
ted
a
n
d
t
a
len
ted
,
(5
t
h
Ed
.
)
.
Ne
e
d
h
a
m
He
ig
h
t
s,
M
A:
Al
ly
n
&
Ba
c
o
n
,
2
0
0
4
.
[2
]
Ata
m
a
n
,
A
,
“
Üs
tü
n
z
e
k
â
lı
v
e
ü
stü
n
y
e
ten
e
k
li
ç
o
c
u
k
lar
,”
Ay
şe
g
ü
l
Ata
m
a
n
(E
d
.
),
In
Öz
e
l
Eğ
it
ime
Giriş
.
An
k
a
ra
:
G
ü
n
d
ü
z
,
p
p
.
1
7
3
-
1
9
5
,
2
0
0
5
.
[3
]
En
d
e
p
o
h
ls
-
Ulp
e
,
M
.
a
n
d
Ru
f
,
H
,
“
P
rima
ry
sc
h
o
o
l
tea
c
h
e
rs'
c
rit
e
ria
fo
r
th
e
id
e
n
ti
fica
ti
o
n
o
f
g
ift
e
d
p
u
p
il
s
,”
Hig
h
Ab
il
it
y
S
tu
d
ies
,
v
o
l
.
16
,
n
o
.
2
,
p
p
.
2
1
9
-
2
2
8
,
2
0
0
5
.
[4
]
Ha
n
se
n
,
J.
B
.
a
n
d
F
e
ld
h
u
se
n
,
J.
F
,
“
Co
m
p
a
riso
n
o
f
trai
n
e
d
a
n
d
u
n
t
ra
in
e
d
tea
c
h
e
rs
o
f
g
ift
e
d
st
u
d
e
n
ts
,”
Gift
e
d
C
h
il
d
Qu
a
rte
rly
,
v
o
l.
38
,
n
o
.
3
,
p
p
.
1
1
5
-
1
2
1
,
1
9
9
4
.
[5
]
G
ü
n
e
ş,
A
,
“
In
v
e
stig
a
ti
o
n
o
f
c
las
sro
o
m
tea
c
h
e
rs'
a
tt
it
u
d
e
s
a
n
d
se
lf
-
e
ffica
c
y
to
wa
rd
s
g
ift
e
d
e
d
u
c
a
ti
o
n
,”
J
o
u
rn
a
l
o
f
Gift
e
d
Ed
u
c
a
ti
o
n
a
n
d
Cre
a
ti
v
it
y
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
2
-
1
6
,
2
0
1
5
.
[6
]
S
ö
n
m
e
z
,
D
,
“
De
fin
in
g
th
e
P
rima
r
y
S
c
h
o
o
l
Tea
c
h
e
r
Atti
tu
d
e
s
to
wa
r
d
s
G
ift
e
d
S
tu
d
e
n
ts
a
n
d
Th
e
ir
E
d
u
c
a
ti
o
n
(S
a
m
p
le
o
f
S
il
ifk
e
District)
,”
M
u
st
a
fa
Ke
ma
l
Un
ive
rs
it
y
J
o
u
r
n
a
l
o
f
th
e
F
a
c
u
l
ty o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
,
p
p
.
6
5
-
7
9
,
2
0
1
7
.
[7
]
Ka
y
a
,
N.
G
,
“
D
e
term
in
a
ti
o
n
o
f
At
ti
tu
d
e
s a
n
d
Op
i
n
io
n
s o
f
Clas
sro
o
m
Tea
c
h
e
rs ab
o
u
t
Ed
u
c
a
ti
o
n
o
f
G
ift
e
d
S
tu
d
e
n
ts
,”
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l
.
4
4
,
n
o
.
1
9
9
,
p
p
.
2
3
9
-
2
5
6
,
2
0
1
9
.
[8
]
To
rto
p
,
H.S
.
a
n
d
Ku
n
t,
K
,
“
In
v
e
stig
a
ti
o
n
o
f
P
rima
ry
S
c
h
o
o
l
Tea
c
h
e
rs’
Atti
tu
d
e
s
to
wa
rd
s
G
ift
e
d
E
d
u
c
a
ti
o
n
,”
In
ter
n
a
t
io
n
a
l
O
n
li
n
e
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
io
n
a
l
S
c
ien
c
e
s
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
4
4
1
-
45
1
,
2
0
1
3
.
[9
]
Wo
o
d
,
S
.
M
,
“
Co
u
n
se
li
n
g
c
o
n
c
e
rn
s
o
f
g
if
ted
a
n
d
tale
n
ted
a
d
o
les
c
e
n
ts:
Im
p
li
c
a
ti
o
n
s
fo
r
sc
h
o
o
l
c
o
u
n
s
e
lo
rs
,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Co
u
n
se
li
n
g
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
1
-
4
7
,
2
0
0
9
.
[1
0
]
Wo
o
d
,
S
.
,
P
o
rtma
n
,
T.
A.
A.
,
Ci
g
ra
n
d
,
D.
L
.
,
a
n
d
C
o
lan
g
e
lo
,
N
,
“
S
c
h
o
o
l
c
o
u
n
se
lo
rs’
p
e
rc
e
p
ti
o
n
s
a
n
d
e
x
p
e
rien
c
e
with
a
c
c
e
lera
ti
o
n
a
s
a
p
ro
g
ra
m
o
p
ti
o
n
f
o
r
g
ift
e
d
a
n
d
tale
n
ted
st
u
d
e
n
ts
,”
Gift
e
d
C
h
il
d
Q
u
a
rte
rly
,
v
o
l.
5
4
,
n
o
.
3
,
p
p
.
1
6
8
-
1
7
8
,
2
0
1
0
.
[1
1
]
M
a
v
i,
H.
,
“
T
h
e
d
e
term
in
a
ti
o
n
o
f
th
e
o
p
in
i
o
n
s
a
n
d
trai
n
in
g
n
e
e
d
s
o
f
g
u
id
a
n
c
e
tea
c
h
e
rs
fo
r
su
p
e
rio
r
in
tellec
tu
a
l
stu
d
e
n
ts,”
U
n
p
u
b
li
s
h
e
d
m
a
ste
r’s t
h
e
sis,
Ne
a
r
Eas
t
Un
iv
e
rsity
G
ra
d
u
a
te S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
1
7
-
1
0
2
4
1024
[1
2
]
Erso
y
,
E.
a
n
d
Uy
sa
l,
R
,
“
O
p
in
io
n
s
o
f
S
c
h
o
o
l
P
sy
c
h
o
l
o
g
ica
l
C
o
u
n
se
l
o
rs
o
n
G
ift
e
d
n
e
ss
a
n
d
G
ift
e
d
S
t
u
d
e
n
ts
’
Ed
u
c
a
ti
o
n
,”
Ame
ric
a
n
J
o
u
r
n
a
l
o
f
Qu
a
li
t
a
ti
v
e
Res
e
a
rc
h
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
2
0
-
1
4
2
,
2
0
1
8
.
[1
3
]
Co
lan
g
e
l
o
,
N.
a
n
d
W
o
o
d
,
S
.
M
,
“
Co
u
n
se
li
n
g
th
e
g
ift
e
d
:
P
a
st,
p
re
se
n
t,
a
n
d
fu
tu
re
d
irec
ti
o
n
s
,”
J
o
u
rn
a
l
o
f
C
o
u
n
se
li
n
g
&
De
v
e
lo
p
me
n
t,
v
o
l.
9
3
,
n
o
.
2
,
p
p
.
1
3
3
-
1
4
2
,
2
0
1
5
.
[1
4
]
Ca
rlso
n
,
N.
N.,
H
o
lco
m
b
-
M
c
Co
y
,
C.
,
a
n
d
M
il
ler,
T
.
R
,
“
S
c
h
o
o
l
c
o
u
n
se
lo
rs’
k
n
o
wle
d
g
e
a
n
d
in
v
o
l
v
e
m
e
n
t
c
o
n
c
e
rn
in
g
g
ift
e
d
a
n
d
tale
n
ted
stu
d
e
n
ts
,”
J
o
u
rn
a
l
o
f
Co
u
n
se
lo
r
L
e
a
d
e
rs
h
ip
a
n
d
A
d
v
o
c
a
c
y
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
8
9
-
1
0
1
,
2
0
1
7
.
[1
5
]
Oz
c
a
n
,
D.
a
n
d
Uz
u
n
b
o
y
l
u
,
H
,
“
S
c
h
o
o
l
c
o
u
n
se
ll
o
rs’
p
e
rc
e
p
ti
o
n
s
o
f
wo
r
k
in
g
wi
th
g
ift
e
d
st
u
d
e
n
ts
,”
S
o
u
th
Af
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
4
0
,
su
p
p
l.
1
,
p
p
.
s1
-
s
9
,
2
0
2
0
.
[1
6
]
Ab
u
Ya
z
id
,
A.
B
,
“
Co
u
n
se
li
n
g
a
n
d
g
u
i
d
a
n
c
e
fo
r
M
a
lay
sia
n
g
ift
e
d
stu
d
e
n
ts:
a
c
o
n
c
e
p
tu
a
l
fra
m
e
wo
r
k
,”
J
o
u
rn
a
l
f
o
r
th
e
Ed
u
c
a
ti
o
n
o
f
Gi
ft
e
d
Y
o
u
n
g
S
c
i
e
n
ti
st
s,
v
o
l.
4
,
n
o
.
1
,
p
p
.
2
1
-
2
9
,
2
0
1
6
.
[1
7
]
Ba
lcı,
A
,
S
o
sy
a
l
Bi
l
imler
d
e
Ara
ştı
rm
a
,
Y
ö
n
tem
,
T
e
k
n
ik ve
İlke
ler
.
A
n
k
a
ra
:
P
e
g
e
m
,
2
0
1
0
.
[1
8
]
Cre
sw
e
ll
,
J.
W.
a
n
d
P
lan
o
-
Clar
k
,
V.
L
,
“
Th
e
n
a
tu
re
o
f
m
i
x
e
d
m
e
th
o
d
s
re
se
a
rc
h
,”
in
De
sig
n
in
g
a
n
d
c
o
n
d
u
c
ti
n
g
mix
e
d
me
th
o
d
s re
s
e
a
rc
h
.
Ca
li
f
o
r
n
ia:
S
a
g
e
,
2
0
1
1
.
[1
9
]
G
a
g
n
é
,
F
.
a
n
d
Na
d
e
a
u
,
L
,
“
Dim
e
n
sio
n
s
o
f
a
tt
it
u
d
e
s
t
o
wa
rd
g
if
ted
n
e
ss
,
”
In
A.
H.
Ro
ld
a
n
,
(e
d
.
)
,
Gift
e
d
a
n
d
t
a
len
ted
c
h
il
d
re
n
,
y
o
u
t
h
a
n
d
a
d
u
lt
s: T
h
e
ir so
c
ia
l
p
e
rs
p
e
c
ti
v
e
a
n
d
c
u
lt
u
re
.
NY
:
Tri
ll
i
u
m
P
re
ss
,
p
p
.
1
4
8
-
1
7
0
,
1
9
8
5
.
[2
0
]
To
rto
p
,
H.
S
,
“
Re
v
isi
n
g
o
f
th
e
Va
li
d
it
y
a
n
d
Re
li
a
b
il
it
y
o
f
T
u
rk
i
sh
Ve
rsio
n
o
f
t
h
e
Atti
tu
d
e
S
c
a
le
to
wa
rd
s
G
ift
e
d
Ed
u
c
a
ti
o
n
f
o
r
Tea
c
h
e
r
,”
J
o
u
r
n
a
l
o
f
Gift
e
d
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
6
3
-
7
1
,
2
0
1
4
.
[2
1
]
Yıld
ırı
m
,
A.
a
n
d
Ş
imş
e
k
,
H.
,
S
o
sy
a
l
b
il
imler
d
e
n
it
e
l
a
r
a
ştır
ma
y
ö
n
t
e
ml
e
ri.
An
k
a
ra
:
S
e
ç
k
in
,
2
0
1
3
.
[2
2
]
M
il
e
s,
M
,
B.
a
n
d
Hu
b
e
rm
a
n
,
A.
M
.
,
Qu
a
li
t
a
ti
v
e
d
a
ta
a
n
a
lys
is:
An
e
x
p
a
n
d
e
d
s
o
u
rc
e
b
o
o
k
.
T
h
o
u
sa
n
d
Oa
k
s,
CA
:
S
a
g
e
,
1
9
9
4
.
[2
3
]
An
to
u
n
,
M
.
,
Kr
o
n
b
o
r
g
,
L
.
,
a
n
d
P
lu
n
k
e
tt
,
M
,
“
In
v
e
stig
a
ti
n
g
Le
b
a
n
e
se
P
rima
ry
S
c
h
o
o
l
Tea
c
h
e
rs’
P
e
rc
e
p
ti
o
n
s
o
f
G
ift
e
d
a
n
d
Hig
h
ly
Ab
le
S
t
u
d
e
n
ts,
”
Gi
ft
e
d
a
n
d
T
a
len
te
d
In
ter
n
a
ti
o
n
a
l
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
0
8
0
/1
5
3
3
2
2
7
6
.
2
0
2
0
.
1
7
8
3
3
9
8
[2
4
]
P
e
ters
o
n
,
Je
a
n
S
,
“
S
c
h
o
o
l
c
o
u
n
se
lo
rs
a
n
d
g
ift
e
d
k
id
s:
Re
sp
e
c
ti
n
g
b
o
t
h
c
o
g
n
it
i
v
e
a
n
d
a
ffe
c
ti
v
e
,”
J
o
u
rn
a
l
o
f
Co
u
n
se
li
n
g
&
De
v
e
lo
p
me
n
t
,
v
o
l
.
9
3
,
n
o
.
2
,
p
p
.
1
5
3
-
1
6
2
,
2
0
1
5
.
[2
5
]
Ke
n
n
e
d
y
,
Ke
ll
y
;
F
a
rley
,
Je
ss
ica
,
“
Co
u
n
se
li
n
g
g
ift
e
d
stu
d
e
n
ts:
S
c
h
o
o
l
-
b
a
se
d
c
o
n
si
d
e
ra
ti
o
n
s
a
n
d
stra
teg
ies
,”
In
ter
n
a
t
io
n
a
l
El
e
c
tro
n
ic Jo
u
rn
a
l
o
f
El
e
me
n
t
a
ry
Ed
u
c
a
ti
o
n
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
3
6
1
-
3
6
7
,
2
0
1
8
.
[2
6
]
Cro
ss
,
Je
n
n
ifer
Ried
l;
Cro
ss
,
Tr
a
c
y
L
,
“
Cli
n
ica
l
a
n
d
m
e
n
tal
h
e
a
lt
h
issu
e
s
in
c
o
u
n
se
li
n
g
t
h
e
g
ift
e
d
in
d
iv
id
u
a
l
,”
J
o
u
rn
a
l
o
f
c
o
u
n
se
li
n
g
&
d
e
v
e
lo
p
me
n
t
,
v
o
l.
9
3
,
n
o
.
2
,
p
p
.
1
6
3
-
1
7
2
,
2
0
1
5
.
[2
7
]
M
a
re
e
,
J.G
,
“
G
ift
e
d
e
d
u
c
a
ti
o
n
i
n
Afric
a
,”
In
S
I
P
fe
iffer
(
Ed
)
.
AP
A
h
a
n
d
b
o
o
k
o
f
g
if
ted
n
e
ss
a
n
d
t
a
len
t.
Was
h
in
g
t
o
n
,
DC:
Am
e
rica
n
P
sy
c
h
o
l
o
g
y
As
so
c
iatio
n
,
2
0
1
7
.
[2
8
]
F
ish
e
r,
E.
S
.
,
a
n
d
Ke
n
n
e
d
y
,
K.
Co
u
n
se
li
n
g
d
ive
rs
e
p
o
p
u
la
ti
o
n
s
i
n
sc
h
o
o
ls.
Ne
w
Yo
rk
:
Ox
fo
r
d
U
n
iv
e
rsit
y
P
re
ss
,
2
0
1
6
.
[2
9
]
Ba
k
a
r,
A.
Y.
A.
a
n
d
Is
h
a
k
,
N.
M
,
“
Co
u
n
se
li
n
g
se
rv
ice
s
f
o
r
M
a
lay
sia
n
g
ift
e
d
stu
d
e
n
ts:
A
n
in
it
ial
st
u
d
y
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
f
o
r t
h
e
Ad
v
a
n
c
e
me
n
t
o
f
Co
u
n
se
li
n
g
,
v
o
l.
3
6
,
n
o
.
4
,
p
p
.
3
7
2
-
3
8
3
,
2
0
1
4
.
[3
0
]
Bé
g
in
,
J.
a
n
d
G
a
g
n
é
,
F
,
“
P
re
d
ict
o
rs
o
f
a
tt
it
u
d
e
s
to
wa
rd
g
ift
e
d
e
d
u
c
a
ti
o
n
:
A
re
v
iew
o
f
th
e
li
tera
tu
re
a
n
d
b
lu
e
p
r
in
t
s
fo
r
fu
t
u
re
re
se
a
rc
h
,”
J
o
u
rn
a
l
f
o
r t
h
e
Ed
u
c
a
ti
o
n
o
f
t
h
e
Gift
e
d
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
6
1
-
1
7
9
,
1
9
9
4
.
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