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Underachievement in Gifted Students : = Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Underachievement in Gifted Students :/
Reminder of title:	Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.
Author:	Macy, Paula.
Description:	1 online resource (186 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Gifted education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355364729

Underachievement in Gifted Students : = Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.
Macy, Paula.

Underachievement in Gifted Students :Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training. - 1 online resource (186 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities (Morisano & Shore, 2010). However, gifted students are not considered at-risk and do not always receive educational experiences aimed to meet their needs (Ritchotte, Matthews, & Flowers, 2014). The risk of gifted underachievement is a problem for educators and a loss to society (Ritchotte et al., 2014; Steenbergen-Hu & Olszewski-Kubilius, 2016). In this quantitative study, survey responses from gifted achievers and underachievers were analyzed to determine differences in educational experiences and attitudes toward school and learning. Additionally, data from teachers were analyzed to determine if they perceive themselves as properly trained to meet the affective and academic needs of gifted students. The Mann-Whitney U test was used to understand whether the perceived value of educational experiences and attitudes toward school and learning differed among achieving and underachieving gifted students. The test showed no statistically significant difference between the two groups. Frequency distribution indicated the mode of responses to the teacher surveys. While some teachers use effective strategies in their classrooms to meet the needs of gifted students, other do not. Most teachers admitted to having limited training in gifted education. With lack of specialized teacher training and underachievement of the nation's brightest students, a problem exists which needs to be addressed by educational systems to provide appropriate educational experiences to students with the potential for successful futures to benefit society.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355364729Subjects--Topical Terms:

1179909
Gifted education.
Index Terms--Genre/Form:

554714
Electronic books.

Underachievement in Gifted Students : = Understanding Perceptions of Educational Experiences, Attitudes Toward School, and Teacher Training.
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520 $a Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities (Morisano & Shore, 2010). However, gifted students are not considered at-risk and do not always receive educational experiences aimed to meet their needs (Ritchotte, Matthews, & Flowers, 2014). The risk of gifted underachievement is a problem for educators and a loss to society (Ritchotte et al., 2014; Steenbergen-Hu & Olszewski-Kubilius, 2016). In this quantitative study, survey responses from gifted achievers and underachievers were analyzed to determine differences in educational experiences and attitudes toward school and learning. Additionally, data from teachers were analyzed to determine if they perceive themselves as properly trained to meet the affective and academic needs of gifted students. The Mann-Whitney U test was used to understand whether the perceived value of educational experiences and attitudes toward school and learning differed among achieving and underachieving gifted students. The test showed no statistically significant difference between the two groups. Frequency distribution indicated the mode of responses to the teacher surveys. While some teachers use effective strategies in their classrooms to meet the needs of gifted students, other do not. Most teachers admitted to having limited training in gifted education. With lack of specialized teacher training and underachievement of the nation's brightest students, a problem exists which needs to be addressed by educational systems to provide appropriate educational experiences to students with the potential for successful futures to benefit society.
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