Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748171
Title: An application of Renzulli's three ring concept in a low income setting in Dar es Salaam, Tanzania
Author: Humble, Stephen Paul
ISNI:       0000 0004 7233 2848
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2017
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Abstract:
Some research suggests that in developing country contexts school stakeholders typically believe that children from poor backgrounds are incapable of learning or having ability. This results in children struggling to achieve their potential. In order to dispel such myths this thesis utilizes a universally recognized concept to measure qualities through pen and paper tests. The thesis describes and analyses data from 847 children from class 4 and 5 in seven government schools in Kinondoni, Dar es Salaam, Tanzania. The overriding research interest is the application of Renzulli’s three-ring concept. Seven questions are considered to explore each of Renzulli’s rings – schoolhouse giftedness, creativity and commitment. The findings show relationships between student test scores and the likelihood of being nominated by peers, teachers and self as gifted. The school identification indicators tended to correlate with each other. Teachers believe that a child’s ability is inherited and that poor parents are not interested in their child’s schooling. However, irrespective of teacher beliefs, this study found very little relationship between family background and the indicators of giftedness. There was an increased likelihood of girls rather than boys reporting themselves as self confident and positive towards learning. Creativity was found to be a multidimensional construct with regards to divergent thinking with the total creativity index score correlating significantly positively with teacher experience, gender and self-confidence. No creativity measure was related to family wealth. Commitment was multidimensional, intrinsic and extrinsic factors being the two primary scales. Extrinsic motivation and creative strengths were found to be positively associated. The overall findings inform school stakeholders that disadvantaged children from poor settings have the potential to be creative, committed and possess ability. This ii could allow for a change in policy so that children can be encouraged, nurtured and provided opportunities to attain their levels of capability.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.748171  DOI: Not available
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