Environmental Perceptions of Gifted Secondary School Students Engaged in Enrichment

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-2 - Qualitative Approaches to Studying Learning Environments

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 semi-structured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefitted from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and project mentors. These findings have implications for creating learning environments that meet the special needs of gifted secondary school learners.

Authors

• Carla Brigandi, West Virginia University

• Jennie Weiner, University of Connecticut

• Del Siegle, University of Connecticut

• Elizabeth Jean Gubbins, University of Connecticut

• Catherine A. Little, University of Connecticut