Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice

Abstract

Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.

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

“…When students do not believe their teachers or peers care about them it adversely affects their motivation (Winton, 2013). Conversely, students' positive perceptions of the school environment lead to higher confidence (Brigandi, 2015).…”

Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

“…The AOM points at a number of factors related to motivation, task engagement and achievement, namely self-efficacy, goal valuation, environmental perceptions, and self-regulation. Although research on the AOM has revealed the importance of interactions with teachers (Siegle et al, 2014), and parental involvement (Rubenstein et al, 2012; Brigandi et al, 2018) and the benefits of homogeneous grouping with like-minded peers (Brigandi et al, 2018), some gaps can be pointed out in the existing literature concerning the AOM.…”

Reflecting on the role of mentorship in gifted education: Mixed approach study

“…In theory, mentorship programs for gifted students should incorporate rigorous environmental and intellectual stimulation with the kind of positive role modeling that encourages students to progress beyond the academic options available to them in their regular school curricula. The best research-based practices have indicated a number of components that contribute to optimal learning outcomes in these programs (Winebrenner, 2012), including a strong relationship between scholar and mentor and active facilitation on the part of the mentor (Odena & Welch, 2012; Van Tassel-Baska, 2010), direct interaction and collaboration among the students themselves (Davalos & Haensly, 2012), intentional reflection on the part of the learner in order to connect new information with existing experience (Ambrose et al 2012;Angelo & Cross, 2012;Piirto, 2012;Thompson et al 2010), and immediate real world application of learned skills and knowledge (Reis & Renzulli, 2012;Thompson et al 2010).…”