Twenty-Five Years of Research on the Lived Experience of Being Gifted in School

Coleman, Laurence J.; Micko, Karen J.; Cross, Tracy L.

doi:10.1177/0162353215607322

Cited by 83 publications

(124 citation statements)

References 29 publications

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“…Through a 25 year review of studies of gifted children within the school environment, Coleman, Micko and Cross (2015), attribute feelings of difference to differences in ability and motivation. They argue that gifted children learn faster, understand more deeply are more engaged in topics of interest and often exhibit asynchronous development.…”

Section: Feeling Differentmentioning

confidence: 99%

“…These differences included consuming and retaining information at a faster pace, with a broader knowledge base and deeper understanding, as well as displaying a conscientious work ethic. Similarly, a meta-analysis of studies concerning the lived experienced of gifted children in the context of school by Coleman et al (2015) highlighted that feeling different dominates discussion around the experiences of gifted children within the school environment. It is believed that these feelings of difference come from the social interactions the child experiences as a consequence of being labelled gifted.…”

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

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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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Section: Feeling Differentmentioning

confidence: 99%

Section: Educational Conformity and Learning With Peersmentioning

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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“…Given that a significant amount of time is often required to attain high levels of achievement in various domains (Hatano & Oura, 2003), motivation and perseverance can help identified gifted students work hard, practice, and dedicate the required amount of time in order to reach such achievements (Coleman, Micko, & Cross, 2015). Finally, the role of motivation may be especially important for gifted minority students as it may help them persevere against stereotypes and demonstrate high achievement in school (Coleman et al, 2015).…”

Section: Motivationmentioning

confidence: 99%

“…Finally, the role of motivation may be especially important for gifted minority students as it may help them persevere against stereotypes and demonstrate high achievement in school (Coleman et al, 2015).…”

Section: Motivationmentioning

confidence: 99%

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Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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Social Acceptance of High‐Ability Youth: Multiple Perspectives and Contextual Influences

Verschueren

Lavrijsen

Weyns

et al. 2019

New Directions for Child and Adolescent Development

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Peer relationships form a key developmental context. The current study investigated differences in peer acceptance between high‐ability and average‐ability youth, from the perspectives of teachers, peers, and students. Relying on the person‐group similarity model, we also tested whether high‐ability students’ acceptance would depend on the peer group's mean ability level. A sample of 2,736 sixth‐grade students from 188 classes in 117 schools participated. Students scoring in the top 10% of a cognitive ability measure were considered high‐ability students (N = 274). Results showed that high‐ability students were better accepted than average‐ability students according to teachers and peers. However, the students did not show more positive self‐perceptions of acceptance. Moreover, they nominated less peers as their friends. Gifted students felt more accepted in classes with higher mean ability levels. The authors call for a stronger integration of developmental theory and research into the study of giftedness.

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Twenty-Five Years of Research on the Lived Experience of Being Gifted in School

Cited by 83 publications

References 29 publications

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

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

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Social Acceptance of High‐Ability Youth: Multiple Perspectives and Contextual Influences

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