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Gifted Female Voices : = Perceptions of Differentiation in Secondary and Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gifted Female Voices :/
其他題名:	Perceptions of Differentiation in Secondary and Higher Education.
作者:	Makikalli, Ann.
面頁冊數:	1 online resource (238 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29213786click for full text (PQDT)
ISBN:	9798841544906

Gifted Female Voices : = Perceptions of Differentiation in Secondary and Higher Education.
Makikalli, Ann.

Gifted Female Voices :Perceptions of Differentiation in Secondary and Higher Education. - 1 online resource (238 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--University of Denver, 2022.

Includes bibliographical references

While the advocacy of differentiation as best pedagogical practices for instruction of gifted students can be found in scholarly literature, minimal research attention has been given to high-ability students' perceptions about their lived classroom experiences. Lack of challenging and accelerated content for identified gifted students can lead to boredom, negative self-perception, and disengagement from school. Gifted adolescent females, who are less likely to address barriers to realizing their potential can especially suffer or thrive depending on curriculum. The purpose of this qualitative study is to describe identified female gifted university students' perceptions of pre-collegiate and collegiate differentiation of curriculum and instruction to find the essence of their lived experiences. This phenomenological research study shares the stories of ten gifted women in U.S. higher education. Data collection included in-depth interviews with gifted women within five years of high school graduation. Three themes emerged from data analysis: differentiation, agency, and self-perception. As supported in previous literature, the women in this study reported a lack of differentiation in secondary school. In higher education, the participants described some differentiation in terms of course content, process, product, and setting. A second finding was the level of agency in which all the women engaged to control their own educational experiences. Through participation in multiple, concurrent extracurricular activities, these gifted women supplemented their formal academic classes by independently regulating their learning. A third finding relating to self-perception revealed that nine of the ten participants in this study did not fully understand the manifestations of their own giftedness, while some experienced imposter syndrome. Implications for secondary educators point to a need for more systematic differentiation made to curriculum, instruction, and assessment for gifted students. Implications for higher education suggest broadening the concept of differentiation to enable students to design their own interdisciplinary majors. Another implication for students, parents, and educators is that gifted students need explicit training in the nature, development, types, and needs of gifted individuals. The women in this study expressed interest in learning about giftedness; the clear implication is that gifted students should be taught about giftedness in secondary and/or higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841544906Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

AgencyIndex Terms--Genre/Form:

542853
Electronic books.

Gifted Female Voices : = Perceptions of Differentiation in Secondary and Higher Education.
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