Learning styles and classroom preferences of academically gifted 8th graders and above-average 8th graders who have not been identified as gifted: A qualitative study
Abstract
The purpose of this qualitative study was to explore the learning styles and classroom preferences of academically gifted eighth-graders and above-average eighth-graders not identified as gifted. Twenty-three gifted eighth-grade students and eleven above-average students were interviewed individually. The central phenomenon that emerged was that a classroom teacher's personality, competence, creativity, and concern for students are key to how gifted students' experience learning. Other key themes, as well as a comparison of the preferences of gifted and above-average students, are presented. Implications of the study and directions for future research are also discussed.
Degree
M.S.Ed.
Advisors
Peterson, Purdue University.
Subject Area
Gifted Education|School counseling
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