Academic, Social and Emotional Perceptions of Gifted and Talented Students in the Elementary Setting
Campus Location
Abilene Campus
Date of Award
Spring 5-12-2018
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Kim Hardin
Second Advisor
Andrew Huddleston
Abstract
Research has been done comparing academic achievement of gifted students in diverse school environments, but little has been found about their perceptions as learners in these environments. The purpose of this action research study was to gain academic, social and emotional perceptions of six gifted and talented students in a self-contained elementary classroom. The author collected data through a perception survey, student and teacher interviews, and teacher observations. After collecting data for four weeks and analyzing it using the constant comparative method, the author found that the GT students were challenged in math, extracurricular activities were their favorite, they displayed positive peer interactions, and their perceptions of failure varied. This study will give insight to other educators about the perceptions of GT students in the elementary school setting.
Recommended Citation
Trujillo, Andrea, "Academic, Social and Emotional Perceptions of Gifted and Talented Students in the Elementary Setting" (2018). Masters of Education in Teaching and Learning. 2.
https://digitalcommons.acu.edu/metl/2