Perspectives on Educational Practice From Intellectually Precocious Youth as Adults

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: Polices and Practices (Table 4)

Abstract

Despite consistently being shown to be efficacious in meeting the learning needs of precocious youth, educational acceleration is not reliably implemented in practice or theorizing. This investigation extends this literature through a mixed-methods examination of the educational perspectives of precocious youths as adults. Study 1 examines responses of Gifted (N = 1,279) and Highly Gifted (N = 479) individuals on homogenous grouping for instruction. Study 2 constitutes a constructive replication with an unobtrusive generalization probe, by analyzing the responses of Profoundly Gifted participants (N = 241) and Top STEM Doctoral Students (N = 695). Findings support tailoring curricula to academic readiness for maximizing learning and highlight how features embedded in educational settings beyond the curricula facilitate learning and psychological development.

Authors

• Gabriella D. Noreen, Vanderbilt University

• David Lubinski, Vanderbilt University

• Camilla P. Benbow, Vanderbilt University