The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives

Chessor, Danuta; Whitton, Diana

doi:10.1375/ajgc.15.1.93

Cited by 7 publications

(9 citation statements)

References 18 publications

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“…Ability grouping has strong support in the research literature (Adams-Byers, Whitsell, & Moon, 2004;Chessor & Whitton, 2008;Fuchs, Fuchs, Hamlett, & Karns, 1998;Goldring, 1990;Gross, 1997;Kulik, 1992;Rogers, 1998) and has been found to have academic benefits for students at all levels of ability, but especially so with gifted students (Rogers, 1998). When gifted students are grouped by ability and given a differentiated curriculum in response to their ability, they perform significantly better than equally gifted students in a mixed ability setting (Gross, 2006a;Kulik, 1992;Rogers, 2002).…”

Section: Ability Groupingmentioning

confidence: 94%

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

Gallagher¹,

Smith²,

Merrotsy³

2011

Gifted and Talented International

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This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students' social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers' knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping.

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Section: Ability Groupingmentioning

confidence: 94%

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

Gallagher¹,

Smith²,

Merrotsy³

2011

Gifted and Talented International

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“…As the school tasks become more challenging in a selective gifted class, some gifted learners, with a notion that learning is easy and does not require much effort, present with compensatory behaviours of avoidance to protect their view of their high ability. The generally lowered mastery goals in this study may be an indication of this preservation of selfworth when you are labelled gifted (McNabb, 1997, Chessor & Whitton, 2008.…”

Section: Discussionmentioning

confidence: 84%

“…Nurturing of intellectual potential of all students is seen as a worthwhile outcome of education. Parental role in this area is crucial (Chessor & Whitton, 2005). However, the contextual factors of school environment and classroom atmosphere cannot be ignored.…”

Section: Discussionmentioning

confidence: 99%

“…Parents have a unique insight into their children (Chessor and Whitton, 2005); their information is valuable in understanding not just the educational needs of their child but also the social and emotional needs. Although the influences on affective and motivational outcomes for gifted children are complex, they are vital to understanding students' learning and hence providing learning outcomes which will enhance their development.…”

Section: Discussionmentioning

confidence: 99%

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The Impact of Grouping Gifted Students on Motivation

Chessor¹

2014

EJSBS

Self Cite

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Encouraging and facilitating learning for children is an important role for educators. How best to motivate children to learn is a critical question when educating gifted children? Motivation is that commitment to involvement with the learning process. A distinction can be made between goal orientations to achievement with a focus in this study on mastery goal orientation and performance goal orientation.This study considered whether mastery goal orientation was more prevalent when gifted pre -adolescent children (aged 10-12years) in NSW schools, Australia, were grouped together in a selective class (experimental group) in contrast to children placed in non-selective class situations (comparison group). The results indicated that mastery goal orientation decreased significantly for all children over time but the magnitude of th ese decreases was similar across the two groups. In fact for this age group all motivation was decreased over time for both the selective class groups and the non-selective class groups. Further research on the affective and motivational outcomes for gifted children and their learning is suggested. Pre-adolescent developmental influences are discussed.

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“…An explanatory sequential mixed methods approach was used to maximise the benefits and overcome the obstacles imposed by both quantitative and qualitative research when used independently (Chessor & Whitton, 2007;Creswell, 2012). Considerations for both phases of the mixed methods study are explored including the selection of participants, data sources, as well as the management and analysis of data.…”

Section: Chapter 4: Research Designmentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives

Cited by 7 publications

References 18 publications

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

The Impact of Grouping Gifted Students on Motivation

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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