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Addressing the Social, Emotional, and Academic Needs of Gifted High School Students

Kregel, Elizabeth Ann
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219

Abstract Details

2015, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
Being a gifted high school student means far more than taking hard classes and getting good grades. Gifted high school students have specific social, emotional, and academic needs that make them different than non-gifted students. It was my intent with this phenomenological case study to describe the essence of being a gifted high school student. After studying the lived experiences of gifted high school juniors and seniors in two suburban school districts, I was able to uncover what makes gifted students tick. I learned what the participants viewed as the advantages and disadvantages of being a gifted high school student and what educators can do to help ensure that these students’ needs are being met. The three research questions that drove the study were as follows: How do gifted high school students describe what it is like to be identified as gifted? How do gifted students describe the extent to which their needs are being met or are not being met in schools? What are similarities and differences in gifted high school students’ experiences in schools that provide their students with Written Education Plans (WEPs) and those schools that do not provide WEPs? A participant survey, classroom observation, and semi-structured interviews were the data collection methods that were used in order to capture the participants’ lived experiences. The results of this study revealed that while gifted high school students may be sufficiently challenged through Advanced Placement (AP) classes, their social and emotional needs are often overlooked in schools. Just because a school used WEPs for its gifted students does not mean students’ needs are being met. Teachers, counselors, and administrators do not necessarily understand the obstacles that gifted high school students incur daily, such as battling perfectionism and dealing with pressure and competition. Schools and districts need programs in place that will ensure gifted students’ social, emotional, and academic needs are met and that the students are given the necessary tools for success.
Leigh Chiarelott, Dr. (Committee Chair)
Mary Ellen Edwards, Dr. (Committee Member)
Lisa Huelskamp, Dr. (Committee Member)
Marcella Kehus, Dr. (Committee Member)
197 p.
Education; Gifted Education
Gifted Education, Social Needs, Emotional Needs, Academic Needs

Recommended Citations

Citations

  • Kregel, E. A. (2015). Addressing the Social, Emotional, and Academic Needs of Gifted High School Students [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219

    APA Style (7th edition)

  • Kregel, Elizabeth. Addressing the Social, Emotional, and Academic Needs of Gifted High School Students. 2015. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219.

    MLA Style (8th edition)

  • Kregel, Elizabeth. "Addressing the Social, Emotional, and Academic Needs of Gifted High School Students." Doctoral dissertation, University of Toledo, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219

    Chicago Manual of Style (17th edition)

toledo1438706219
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© 2015, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.