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Showing 1 to 15 of 18 results Save | Export
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Ronksley-Pavia, Michelle; Grootenboer, Peter; Pendergast, Donna – Journal for the Education of the Gifted, 2019
This study presents an exploration of the lived experiences of eight twice-exceptional children through their own voices. The narratives reveal a meta-narrative of stigma where identified contextual factors related to discrimination, perceptions of difference, and stigmatized views of disability, giftedness, and subsequently twice-exceptionality.…
Descriptors: Gifted Disabled, Experience, Personal Narratives, Social Bias
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Krafchek, Jennifer; Kronborg, Leonie – Journal for the Education of the Gifted, 2019
The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured…
Descriptors: Academic Achievement, High Achievement, Females, Eating Disorders
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Mullet, Dianna R.; Kettler, Todd; Sabatini, AnneMarie – Journal for the Education of the Gifted, 2018
This qualitative study was conducted to explore gifted students' conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students' retrospective accounts…
Descriptors: High School Students, Academically Gifted, Student Attitudes, Educational Attitudes
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Tay, Juliana; Salazar, Alissa; Lee, Hyeseong – Journal for the Education of the Gifted, 2018
Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and…
Descriptors: STEM Education, Preschool Education, Kindergarten, Parent Attitudes
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Connolly, Justin Patrick – Journal for the Education of the Gifted, 2018
Academically gifted adolescents frequently experience cyberbullying behavior. Successful intervention and prevention of such bullying is, to a large degree, dependent on such incidents being reported to an adult caregiver. However, research shows that adolescents who have experienced cyberbullying tend not to inform parents or teachers. Despite…
Descriptors: Adolescents, Academically Gifted, Bullying, Computer Mediated Communication
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Roessingh, Hetty; Bence, Michelle – Journal for the Education of the Gifted, 2017
This article reports on an action research project undertaken by a team of four Grade 2 teachers who work in a school for gifted learners. Focused on implementing a structured printing and spelling curriculum in addition to providing instructed support for planning, organizing, and vocabulary use for different genres of writing, both qualitative…
Descriptors: Grade 2, Action Research, Gifted, Research Projects
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Phillipson, Shane N.; Phillipson, Sivanes; Francis, Mariko A. – Journal for the Education of the Gifted, 2017
There is a growing recognition that parents play an important role in the academic achievement of their children. This role includes both the interactions they have with their children and the management of resources that can contribute to their children's achievement. To better understand parents' roles, it is important to understand their…
Descriptors: Foreign Countries, Parent Role, Parent Attitudes, Educational Attitudes
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Allen, William T., Jr.; Hunsaker, Scott L. – Journal for the Education of the Gifted, 2016
Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by…
Descriptors: Educational Theories, Ideology, Middle School Teachers, Curriculum
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Brighton, Catherine M.; Moon, Tonya R.; Huang, Francis H. L. – Journal for the Education of the Gifted, 2015
This study of advanced readers in Reading First (RF) classrooms was part of a larger evaluation of one state's RF implementation. The study's purposes were to (a) assess the longitudinal growth of advanced primary readers as compared with their non-advanced-reading peers over a 3-year timeframe and (b) determine the degree to which RF classrooms…
Descriptors: Reading Achievement, Grade 1, Academically Gifted, Elementary School Students
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Samardzija, Nadine; Peterson, Jean Sunde – Journal for the Education of the Gifted, 2015
The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and…
Descriptors: Academically Gifted, Grade 8, Student Attitudes, Preferences
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Schmitt, Carrie; Goebel, Vella – Journal for the Education of the Gifted, 2015
This study attempted to answer the question, "To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?" Much research has been conducted in the field of gifted education about the identification, social and emotional…
Descriptors: High School Seniors, Grade 12, Academic Ability, High Achievement
Hutcheson, Virginia H.; Tieso, Carol L. – Journal for the Education of the Gifted, 2014
This qualitative study used critical ethnography as a theoretical framework to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in middle and high school. Twelve LGBTQ college students from a selective Southeastern university were interviewed and asked to retrospectively…
Descriptors: Ethnography, Coping, Academically Gifted, Homosexuality
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Matsko, Vince; Thomas, Jerald – Journal for the Education of the Gifted, 2014
The purpose of this exploratory study was to assess the effect of a novel approach to mathematics instruction on gifted high school students' engagement, motivation, and metacognition. Participants in this study included gifted students who were enrolled in a 3-year, residential, specialized mathematics and science high school. Rather than respond…
Descriptors: Academically Gifted, Mathematics Instruction, High School Students, Residential Schools
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Coleman, Laurence J.; Cross, Tracy L. – Journal for the Education of the Gifted, 2014
The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would…
Descriptors: Gifted, Adolescents, Adolescent Attitudes, Talent
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Carman, Carol A. – Journal for the Education of the Gifted, 2011
This article is a mixed-methods exploration of the levels of stereotypic views about gifted individuals held by current and future educators. Because educators are often asked to provide recommendations for participation in gifted programs, it is important to determine whether those recommendations are based, in part, on stereotypic thinking.…
Descriptors: Gifted, Programs, Selection, Minority Group Students
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