東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Gifted Students in Transition: A Gro...

Meadows, Jodi J.

FindBook

Google Book

Amazon

博客來

Gifted Students in Transition: A Grounded Theory Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gifted Students in Transition: A Grounded Theory Study./
作者:	Meadows, Jodi J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Gifted education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10268479
ISBN:	9781369706321

Gifted Students in Transition: A Grounded Theory Study.
Meadows, Jodi J.

Gifted Students in Transition: A Grounded Theory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 185 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Regent University, 2017.

Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high school students. The study was conducted with 12 traditional-aged, gifted college freshmen enrolled in high-ACT and honors sections of an extended orientation course at a small, private, Midwestern university. Data were collected through journal entries, intensive individual interviews, and focus groups conducted throughout students' first semester. The data were analyzed through a process of initial line-by-line coding, focused coding, and axial coding. A paradigm model was developed from students' descriptions of their experiences in transition. The results of the study indicate that students' academic experiences in high school directly affect the development of their academic self-concept, as well as the nature of their transition and the academic and social coping behaviors they develop. Students reported lack of challenge in high school, which for many resulted in delayed development of the requisite academic skills for successful transition to college academics. In addition, students described feeling fearful and confused as they encountered academic challenge. Furthermore, the students explained the stigma of being an honors student, as well as the unrealistic expectations they often experienced from their family and peers. Contrary to the persistent myth that gifted students will be fine on their own, this study illustrates the challenges students who experienced academic achievement in high school with little to no academic effort face when confronted with the challenge of college coursework. The constructed theory could be used for future research regarding how gifted students experience transition, effective educational environments for gifted high school students, and the effectiveness of various types of programming on their transition to college.

ISBN: 9781369706321Subjects--Topical Terms:

3172499
Gifted education.

Gifted Students in Transition: A Grounded Theory Study.
LDR:03071nmm a2200313 4500 001 2165482
005 20181129115552.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369706321
035 $a (MiAaPQ)AAI10268479
035 $a (MiAaPQ)regent:10532
035 $a AAI10268479
040 $a MiAaPQ $c MiAaPQ
100 1 $a Meadows, Jodi J. $3 3353562
245 1 0 $a Gifted Students in Transition: A Grounded Theory Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Paul Carr.
502 $a Thesis (Ph.D.)--Regent University, 2017.
520 $a Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high school students. The study was conducted with 12 traditional-aged, gifted college freshmen enrolled in high-ACT and honors sections of an extended orientation course at a small, private, Midwestern university. Data were collected through journal entries, intensive individual interviews, and focus groups conducted throughout students' first semester. The data were analyzed through a process of initial line-by-line coding, focused coding, and axial coding. A paradigm model was developed from students' descriptions of their experiences in transition. The results of the study indicate that students' academic experiences in high school directly affect the development of their academic self-concept, as well as the nature of their transition and the academic and social coping behaviors they develop. Students reported lack of challenge in high school, which for many resulted in delayed development of the requisite academic skills for successful transition to college academics. In addition, students described feeling fearful and confused as they encountered academic challenge. Furthermore, the students explained the stigma of being an honors student, as well as the unrealistic expectations they often experienced from their family and peers. Contrary to the persistent myth that gifted students will be fine on their own, this study illustrates the challenges students who experienced academic achievement in high school with little to no academic effort face when confronted with the challenge of college coursework. The constructed theory could be used for future research regarding how gifted students experience transition, effective educational environments for gifted high school students, and the effectiveness of various types of programming on their transition to college.
590 $a School code: 1058.
650 4 $a Gifted education. $3 3172499
650 4 $a Educational psychology. $3 517650
650 4 $a Higher education. $3 641065
690 $a 0445
690 $a 0525
690 $a 0745
710 2 $a Regent University. $b School of Education. $3 3169899
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 1058
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10268479