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"Aren't They Gifted?": Gifted Educat...

Gottlieb, Bryan L.

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"Aren't They Gifted?": Gifted Educators' Understanding of Academic Underachievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Aren't They Gifted?": Gifted Educators' Understanding of Academic Underachievement./
Author:	Gottlieb, Bryan L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	79 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27962538
ISBN:	9798645443511

"Aren't They Gifted?": Gifted Educators' Understanding of Academic Underachievement.
Gottlieb, Bryan L.

"Aren't They Gifted?": Gifted Educators' Understanding of Academic Underachievement. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 79 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ps.D.)--Widener University, 2020.

This item must not be sold to any third party vendors.

Gifted students are a complex, heterogeneous group often thought of as the pinnacle of academic excellence. While gifted students are often viewed as the "model" student, there is a subsection of gifted students who struggle markedly. The literature has more recently attempted to better understand what has come to be known as "gifted underachievement." Historically, teachers, parents, and gifted students themselves have failed to comprehend this underachievement. To date, there have been numerous studies attempting to capture the essence of gifted students who underachieve by qualitatively interviewing the students. While this research is of great value, there have been no qualitative studies which sought to understand the experience of the gifted educators who work with these students. Using qualitative methodology, this study sought to capture the voice of 8 current gifted educators. Data was collected using a semi-structured interview and analyzed using a modified grounded theory approach. Specifically, this study hoped to better understand how gifted educators view and understand the construct of gifted underachievement, their role in intervening with the student(s), and specifically strategies they have found work well. Study results indicate that there is little to no training or education on the topic of gifted underachievement, though teachers recognize the phenomenon. Gifted educators attribute gifted underachievement to factors related to characteristics of the student, demands of the school environment, and factors related to their home life. Intervention strategies and directions for further research are included.

ISBN: 9798645443511Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Gifted

"Aren't They Gifted?": Gifted Educators' Understanding of Academic Underachievement.
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520 $a Gifted students are a complex, heterogeneous group often thought of as the pinnacle of academic excellence. While gifted students are often viewed as the "model" student, there is a subsection of gifted students who struggle markedly. The literature has more recently attempted to better understand what has come to be known as "gifted underachievement." Historically, teachers, parents, and gifted students themselves have failed to comprehend this underachievement. To date, there have been numerous studies attempting to capture the essence of gifted students who underachieve by qualitatively interviewing the students. While this research is of great value, there have been no qualitative studies which sought to understand the experience of the gifted educators who work with these students. Using qualitative methodology, this study sought to capture the voice of 8 current gifted educators. Data was collected using a semi-structured interview and analyzed using a modified grounded theory approach. Specifically, this study hoped to better understand how gifted educators view and understand the construct of gifted underachievement, their role in intervening with the student(s), and specifically strategies they have found work well. Study results indicate that there is little to no training or education on the topic of gifted underachievement, though teachers recognize the phenomenon. Gifted educators attribute gifted underachievement to factors related to characteristics of the student, demands of the school environment, and factors related to their home life. Intervention strategies and directions for further research are included.
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