Gifted Secondary School Students

Brigandi, Carla B.; Siegle, Del; Weiner, Jennie; Gubbins, E. Jean; Little, Catherine A.

doi:10.1177/0162353216671837

Cited by 25 publications

(34 citation statements)

References 21 publications

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“…Rural teachers of students with academic talents require support and learning opportunities specific to rural places (Azano & Stewart, 2016) and gifted pedagogy (Howley, 1986;Brigandi, Weiner, Siegle, Gubbins, & Little, 2018b;Brigandi & Miller, 2018). However, in practice they receive neither (Burton, Brown, & Jonston 2013; forthcoming) resulting in lower knowledge, use, and fidelity of implementation of research based gifted frameworks, models, and curricula (Azano et al, 2014;Bain, Bourgeois, & Pappas, 2003;Callahan, Moon, & Oh, 2017;Miller & Brigandi, forthcoming).…”

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

Section: Rural Gifted Programsmentioning

confidence: 99%

“…Many researchers have examined different facets of interests within their studies (Brigandi et al, 2016;Delcourt, 1993;Gubbins, 1982;Hébert, 1993;Starko, 1986;Stedtnitz, 1985Stedtnitz, , 1986Westberg, 2010). These studies have shown that Type I's increase a student's general range of interests (Stedtnitz, 1985(Stedtnitz, , 1986, involvement and success in the Enrichment Triad increases academic interest and attitude towards school (Brigandi et al, 2018b;Starko, 1986Starko, , 1988), and students' interests exhibited in Type III's were relative to subsequent interests in the future (Delcourt, 1993;Hébert, 1993;Westberg, 2010). While Gubbins (1982) found the degree of interest in a topic as an indicator of student Type III completion, Brigandi et al (2016) identified that the type of interest also impacted the perceived value of Type III processes for students.…”

Section: Interestmentioning

confidence: 99%

“…Although other studies have not directly addressed teachers of the gifted at the outset of their research, findings related to the Enrichment Triad have illustrated the teacher's importance (Brigandi et al, 2018b;Emerick, 1995). Teachers have been shown to be the most influential factor in reversing underachievement in academically gifted students (Emerick, 1995).…”

Section: Teachersmentioning

confidence: 99%

“…Also, students who successfully completed a Type III project, had positive environmental perceptions Influential to these perceptions are teachers. Teachers who foster affective and cognitive development and self-regulation within the Triad create environments that support student success, (Brigandi et al, 2018b).…”

Section: Teachersmentioning

confidence: 99%

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Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

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Rural teachers of students with academic talents require support and learning opportunities specific to rural places and gifted pedagogy. Yet, research shows, in practice they receive neither which results in lower knowledge and use of research based gifted frameworks, models, and curricula. Additionally, curricular practices that are insular to students' lived experiences and identities marginalizes rural Appalachian realities and existences. Therefore, the purpose of this research was to build a conceptual foundation of gifted pedagogy for teachers specific to rural places that allowed them to support students' cultural needs and create curricula rooted in gifted education best practices for meaningful and longitudinal learning. Since no such framework previously existed, place-based education and Renzulli's Enrichment Triad were used to meet the twofold purpose. Gifted teachers in one rural Appalachian county received 10 hours of training on the hybrid framework. Using narrative inquiry, this case study explored how one teacher, who had deep connections to place, learned and utilized the place-based Enrichment Triad in her rural Appalachian elementary gifted program. Data collected included teacher, student, and parent interviews and classroom observations. Data were analyzed using a socio-cultural narrative analysis and narrative thematic analysis. Results from analysis created thick descriptions of the teacher's journey to teaching, her existing practices, her experiences learning and implementing the framework, and her future curricular intentions. Developments in the teacher's practice included establishment of scope and sequence, a sharing of power, and embracement of students' identities through internal motivation supports. Other curricular factors such as becoming a facilitator and limited intentions of continuing place inclusions were noted. Results also indicated an impact on students' affective developments, autonomous practices, and positionings within the curriculum and their place. Collectively, these findings indicate merit for place-based education and the Enrichment Triad in a small rural gifted program. Findings also suggest that written and unwritten policies of place impact a gifted teacher's positioning, structural conceptions and programmatic enactments. Lastly, a teacher's strong sense of place does not assure purposeful inclusion of a place sensitive curriculum. Implications for future curricular learning and support for rural gifted teachers to meet their rural talented students' needs are discussed. I would like to begin by thanking my committee. The completion of my dissertation would not have been possible without the continued support and nurturing of my chair, Dr. Sharon Hayes. Her patience and unwavering dedication to the development of my scholarship cannot be overestimated. I am also especially indebted to my mentor, Dr. Carla Brigandi. Her personal and professional standards of excellence challenged, motivated, and empowered me to achieve beyond what I previously perceived pos...

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Section: Purpose and Significance Of The Studymentioning

confidence: 99%

Section: Rural Gifted Programsmentioning

confidence: 99%

Section: Interestmentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

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Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

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

Siegle

Rubenstein

McCoach

2020

Psychology in the Schools

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The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self‐regulation. Furthermore, gender differences existed in students' perceptions. Females' self‐efficacy scores were statistically lower than males' self‐efficacy scores, and males' self‐regulation scores were lower than females' self‐regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.

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Transformational Giftedness: Using SEM Pedagogy to Create Future Leaders and Change Agents Dedicated to Service, Social Responsibility, and Using Their Talents to Improve the Planet

Reis

Renzulli

2022

The Palgrave Handbook of Transformational Giftedness for Education

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Gifted Secondary School Students

Cited by 25 publications

References 21 publications

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

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

Transformational Giftedness: Using SEM Pedagogy to Create Future Leaders and Change Agents Dedicated to Service, Social Responsibility, and Using Their Talents to Improve the Planet

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