Experiences of High-Ability High School Students: A Case Study. (December 2015)

• Record Type: Journal Article
• Authors: Schmitt, Carrie; Goebel, Vella
• Editors: Robins, Jennifer H.
• Is Part Of: Journal for the education of the gifted. Volume 38:Number 4(2015:Dec.)
• Page Start: 428
• Page End: 446
• Publication Date: 2015-12
• Subjects: effective teachers of the gifted -- gifted learners -- gifted programming -- high ability -- social-emotional; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353215607325
• Languages: English
• ISSNs: 0162-3532

Abstract

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 characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators' decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.