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Leadership giftedness continues to be the hidden dimension in gifted and talented education. There are numerous definitions, a lack of clarity for identifying leadership giftedness and an unfulfilled federal mandate for programming. Yet, leadership continues to be a hidden dimension in gifted and talented education, especially for children with promise who are sometimes identified as at-risk. With a nation's need for the development of future leaders, this study used phenomenology to conduct interviews with eight individuals to better understand their insights and experiences with leadership as they faced and overcame adversity in their childhood or youth. By conducting open-ended interviews with each participant, the researcher identified major themes and specific leadership attributes that can be taught to students enrolled in K-12 public schools. Leadership training creates access for a transformation of purpose and a collective call to action through today's children and youth while providing leadership for a world that is unknown to generations yet to be born. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Twice-exceptionality is the phenomenon of a student with one or more disabilities who is also gifted and talented. Identification of twice-exceptionality is difficult and only recently has there been a greater awareness of the needs of twice-exceptional students. There is empirical research about twice-exceptionality but little research exists on how twice-exceptional individuals perceive and attribute meaning to their lived experiences. The purpose of this qualitative case study was to explore the experiences of one university student identified as gifted and learning disabled to understand how personal experiences influenced his identity development, his perspectives on teaching and education, and, ultimately, his career choice. Five themes emerged from the data analysis: (a) psychosocial challenges, (b) delayed identification, (c) masking effect and school achievement, (d) the importance of support, and (e) motivation for career choice. Individuals with twice-exceptionality often face unique psychosocial challenges including social isolation, low self-esteem, and feelings of worthlessness. Identification and support are often delayed for these individuals as their disability can mask their giftedness and vice versa; each condition affects their school achievement. These challenges affected the study participant; his personal and academic experiences illustrated the impact identification and support had on his education as well as his future goal of becoming a teacher. A key motivating factor for his career choice was to address the needs of future students with twice exceptionality. Findings of this study suggested an interrelationship among the five themes and stressed the critical importance of identifying and supporting students who have unique learning needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This chapter addresses the background of American Indian schooling and the need for cultural responsiveness to advance student achievement by defining giftedness in an American Indian context. It also examines promising models for appropriate programming and services for American Indian students who exhibit giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (1)
- Thesis (2)
Año de publicación
- Entre 2000 y 2026 (3)