Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes

Perrone, Kristin M.; Wright, Stephen L.; Ksiazak, Tracy M.; Crane, Amy L.; Vannatter, Aarika

doi:10.1080/02783191003587918

Cited by 27 publications

(26 citation statements)

References 28 publications

(40 reference statements)

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“…Challenging, meaningful content motivated gifted students to excel. Students described challenge as an essential aspect of advanced classes (Perrone et al, 2010); to challenge students, content had to be interesting and relevant (Siegle et al, 2014). Students perceived challenge in many forms, including difficulty mastering subject matter quickly or greater amounts of work (Vanderbrook, 2006), complexity, fast pace, or extreme depth and breadth of content (Siegle et al, 2014).…”

Section: Advanced Curriculummentioning

confidence: 99%

“…Gifted programming in secondary schools is often provided through AP, IB, or dual-enrollment courses (Olszewski-Kubilius, 2010), and gifted students who earned advanced degrees in adulthood were nearly twice as likely as other gifted students to have taken AP courses in high school (Bleske-Rechek, Lubinski, & Benbow, 2004). Indeed, gifted high school students perceived their advanced courses as superior, and believed advanced coursework offered advantages over traditional curricula and prepared them for college (Hertberg-Davis & Callahan, 2008; Perrone, Wright, Ksiazak, Crane, & Vannatter, 2010). Advanced courses helped students improve study skills, develop a strong work ethic, refine time management and organization skills, and build self-esteem by accomplishing difficult tasks (Hertzog, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

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Gifted Students’ Conceptions of Their High School STEM Education

Mullet

Kettler

Sabatini

2017

Journal for the Education of the Gifted

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This qualitative study was conducted to explore gifted students' conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students' retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students' self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.

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Section: Advanced Curriculummentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Gifted Students’ Conceptions of Their High School STEM Education

Mullet

Kettler

Sabatini

2017

Journal for the Education of the Gifted

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“…Moreover, Gross et al (2011) concluded that acceleration might happen as a result of parental advocacy in schools and/or systems that would not otherwise offer accelerative options. Many researchers have examined educators' attitudes towards acceleration (Gallagher & Smith, 2013;Gross et al, 2011;Hoogeveen, van Hell, & Verhoeven, 2005;Missett, Brunner, Callahan, Moon, & Price Azano, 2014;Rambo & McCoach, 2012;Siegle, Wilson, & Little, 2013;Southern, Jones, & Fiscus, 1989;Wood, Portman, Cigrand, & Colangelo, 2010) and there is emerging research on students' views on accelerative practices (Dare & Nowicki, 2015a;Kanevsky, 2011;Perrone, Wright, Ksiazak, Crane, & Vannatter, 2010). However, few researchers have reported parents' perspectives and experiences with their accelerated children (Gallagher & Smith, 2013).…”

Section: Evidence For Accelerationmentioning

confidence: 99%

Parents' experiences with their children's grade-based acceleration: Struggles, successes, and subsequent needs

Dare¹,

Smith²,

Nowicki³

2016

AJGE

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Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools shared their experiences through an online questionnaire. We posed the following research question: "What are the experiences of parents whose children accelerate into classes with older classmates?" Our findings revealed that parents perceived successful academic, social, and emotional outcomes of acceleration for their children. However, parents encountered some resistance towards acceleration among teachers, which may have interfered with the availability of accelerative options. For some parents, illinformed attitudes among other adults placed a strain on parents' social relationships. Parents also described their accelerated children's educational needs, which were not universally met within their respective schools. Practical implications for parents and teachers considering acceleration are discussed.

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“…Process modifications include higher level thought, open-endedness, discovery learning, evidence of reasoning, freedom of choice, group interaction, pacing, and variety. Product modifications include real problems and audiences (Hockett, 2009), transformations, variety, self-selected formats, and appropriate evaluation (Cheng et al, 2008;Maker, Alhusaini, et al, 2014;Maker & Schiever, 2010;Perrone et al, 2010). Learning environments should be student-centered (Hockett, 2009).…”

Section: Curriculum Modifications For Exceptionally Talented Studentsmentioning

confidence: 99%

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Pease

Vuke

Maker

et al. 2020

Journal of Advanced Academics

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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

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Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes

Cited by 27 publications

References 28 publications

Gifted Students’ Conceptions of Their High School STEM Education

Gifted Students’ Conceptions of Their High School STEM Education

Parents' experiences with their children's grade-based acceleration: Struggles, successes, and subsequent needs

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

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