Illuminating Realities: A Phenomenological View From Two Underachieving Gifted Learners.
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| Title: | Illuminating Realities: A Phenomenological View From Two Underachieving Gifted Learners. |
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| Authors: | Schultz, Robert Arthur |
| Source: | Roeper Review. Summer2002, Vol. 24 Issue 4, p203. 10p. 3 Charts. |
| Subjects: | Underachievement, Gifted children |
| Abstract: | Underachievement in gifted students has been researched since the 1940s, when Terman and Oden (1947) identified underachieving students in their longitudinal study. Most of this research focused on quantitative approaches aimed at fixing the learner, yet provided little insight into means of alleviating the phenomenon. Underachievement remains a complex phenomenon in need of additional research to gain an understanding of the many variables interacting in any particular setting. This study explored experiences of adolescent high school students using a phenomenological case study approach highlighting their perceptions, expectations, and experiences as learners. Kate and Shawn (serving as examples from the data set) provide a glimpse of the complexities (both theoretical and practical) involved in ability and achievement, and how schools are underachieving them; rather than how they and their peers are underachieving in schools. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Underachievement in gifted students has been researched since the 1940s, when Terman and Oden (1947) identified underachieving students in their longitudinal study. Most of this research focused on quantitative approaches aimed at fixing the learner, yet provided little insight into means of alleviating the phenomenon. Underachievement remains a complex phenomenon in need of additional research to gain an understanding of the many variables interacting in any particular setting. This study explored experiences of adolescent high school students using a phenomenological case study approach highlighting their perceptions, expectations, and experiences as learners. Kate and Shawn (serving as examples from the data set) provide a glimpse of the complexities (both theoretical and practical) involved in ability and achievement, and how schools are underachieving them; rather than how they and their peers are underachieving in schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02783193 |
| DOI: | 10.1080/02783190209554181 |
