Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes

2020 ◽  
Vol 57 (10) ◽  
pp. 1596-1614 ◽  
Author(s):  
Del Siegle ◽  
Lisa DaVia Rubenstein ◽  
D. Betsy McCoach
Keyword(s):  
Gifted Students ◽  
Parent Perspectives ◽  
Students Attitudes ◽  
Underachieving Gifted

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

Underachieving Gifted Students: Review and Implications

1982 ◽  
Vol 26 (4) ◽  
pp. 179-184 ◽  
Author(s):  
Cynthia B. Dowdall ◽  
Nicholas Colangelo
Keyword(s):  
Gifted Students ◽  
Underachieving Gifted

The impact of a practicum on aging and reminiscence on gifted students' attitudes toward the elderly

Roeper Review ◽  
1986 ◽  
Vol 9 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Susan M. Allen ◽  
Jon G. Allen ◽  
Jenay Weekly
Keyword(s):  
Gifted Students ◽  
The Elderly ◽  
Students Attitudes ◽  
The Impact
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