Su búsqueda

Failure to identify gifted students is an important, yet under acknowledged problem facing our nation's schools (Miller, 2009; Webb, 2000). It is important for teachers to be aware of typical and atypical or, unexpected characteristics of gifted students. The purpose of this qualitative study was to identify factors that influenced elementary general education teachers' decisions to refer a student for a gifted evaluation. Specifically, the current study sought to discover whether or not teachers recognized Dabrowski's (1964) five overexcitabilities (OE) commonly associated with gifted students as indicators of giftedness, or if such characteristics are a reason for teachers refraining from referring a student for a gifted evaluation. This study included 30 elementary general education teachers teaching in a large suburban school district in central Pennsylvania. Data was collected using an online survey developed by the researcher which was adapted from Bouchard's (2004) ElemenOE observation tool. The survey presented student scenarios based on the five OEs. The survey included Likert scale, forced-choice and open-ended questions. Voluntary follow up interviews were conducted with select participants to further explore survey responses. Three themes emerged from the data. The first theme revealed teachers tend to refer a student demonstrating typical gifted characteristics for a gifted evaluation. The second theme revealed participants refrained from referring a student demonstrating unexpected gifted characteristics, specifically Dabrowski's five OEs. The third theme showed teachers wanted more information or training before making a decision to refer a student for a gifted evaluation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This comparative case study investigated the college experiences of twice-exceptional college students identified as gifted and diagnosed with autism spectrum disorder (GTASD). Increasing numbers of students with ASD are entering universities (NCES, 2008; Shattuck et al., 2012) making the identification of supports for their academic success imperative. However, little is known about their college experiences and their challenges in transitioning to higher education settings. This study examined the college experience from the perspective of the GTASD college student. Based on ecological systems theory, five cases were designed that included ten participants. Each of the five cases contained one GTASD college student and their respective advocate. Data was collected from multiple sources (twenty-five interviews of students and advocates, student generated photographs, and an online demographic and educational experiences surveys) and analyzed from a grounded theory perspective. Findings from this study indicated that accurate diagnosis of autism and early identification of giftedness is needed to determine individual differences and provide the social and emotional skills necessary for the successful college experiences of the GTASD college student. Information learned from this study may directly help students, inform support systems (counselors, parents or guardians, college personnel), improve transitional services, and highlight relevant counseling needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Being Seen is an experience of feeling deeply understood by another person. According to self-concept theory, such positive and understanding reflections are crucial for self-concept development. However, when interactions produce negative reflections, self-concept and emotional stability may suffer. In gifted people, asynchronous development and overexcitabilities create experiences that differ from the norm. Because few people are gifted or understand the social-emotional aspects of giftedness, gifted people may have more difficulty finding people with whom they feel deeply understood. This is likely to be even more true for highly gifted people, who are only about 0.1% of the population. In this exploratory study, 24 highly gifted adults participated in conversations about being Seen as part of refining the concept itself. They then each wrote answers to reflective questions about their experiences being Seen. Transcripts of those conversations and participants' written reflections were analyzed using thematic analysis to find common threads of thought among the participants. The findings suggest that being Seen is a positive but rare experience for participants. More often, participants received negative or disapproving reflections to behaviors that are typical for gifted people but atypical for others. This was called being misSeen. Participants also described interactions when they neither felt understood nor received negative reflections. This was called being notSeen. In most interactions, participants felt misSeen or notSeen. To avoid the negative repercussions of being misSeen, participants learned to self-conceal among most people. Rather than reveal their self-described "true" or "authentic" selves, participants restricted their natural ways of being and attempted to perform to others' expectations. However, doing so required conscious thought, could be exhausting, and was not always successful. Although only a few participants acutely felt the effects of being misSeen and notSeen, an undercurrent of dissatisfaction was detected in the participants' responses. This comports with self-concept literature about negative reflections and with literature about the social-emotional aspects of giftedness. Discussion includes additional ideas about how self-concept literature and gifted literature might intersect to explain findings. Future studies might investigate how being Seen might change one's self-concept or compare highly gifted adults' experiences to those of other groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The experiences of culturally diverse gifted learners have become a focus for research within the last decade, as have the experiences of gifted adults, yet few of these studies have been completed within Australia. The majority of research currently available in this field within Australia focuses on gifted children or adolescents. This doctoral research investigates the narrative lives of gifted adults across multicultural Australia. Interviews with Indigenous, Asian and European participants provided an array of cultural perspectives, and also represented a range of religious beliefs including Atheist, Buddhist, Christian, and Islamic viewpoints. Their culturally diverse life experiences, education, moral and spiritual development are shared through the presentation of their perspectives, insights and understandings of the phenomenon of giftedness. The study involved a bricolage of qualitative research methodology and data collection strategies, including phenomenology, ethnography, narrative and art inquiry, to inform the research. Therefore the narratives are collected from interview data, value activities and collage work. The research journey is complemented by metaphoric imagery and key themes are also represented visually. The author uses a bicompetent approach to research incorporating both traditional academic and indigenous styles of presentation. The combination of these methodologies and variety of data collection and analysis strategies used resulted in a many faceted, multi-voiced dissertation contributing to the literature on giftedness by exploring an under utilised source, the gifted adults of multicultural Australia, whilst honouring their narrative life stories. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this dissertation was to discover the unique characteristics and emotional needs of gifted children (and by inference gifted teens and adults) to better understand their personality and emotional vulnerabilities that might possibly predispose them to trauma. A comprehensive literature review was conducted to discover the intersection between the common characteristics of giftedness, frequency of trauma, and effective and efficient models of trauma recovery. This writer discovered an alarming research gap indicating the need for further serious study regarding the effects of trauma on gifted children. We hope this dissertation facilitates greater understanding for parents, friends, professionals in the areas of education, medicine, and mental health, and the public in general regarding the unique personality characteristics and emotional needs of gifted children who are not better-than, but simply different, and how to judiciously identify and resolve trauma so painful setbacks to living their fullest potential may be healed and roadblocks removed, allowing them to live fuller, more satisfying lives and possibly bring urgently needed options and benefits to society and our planet. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Every year, students from 3rd, 6th, and 9th are nominated to take the Multiple Cognitive Abilities Assessment (Mawhiba Assessment) to determine whether they possess giftedness and are entitled to special programs that cater to such giftedness. Students who meet a certain threshold on all fours areas of learning measured on the assessment are determined to be gifted and are thus given many opportunities to utilize their giftedness. Considering the importance of this assessment and the benefits given to those who do well on it, it is essential to ensure that the assessment is fair for all individuals who are chosen to take it.This study looks at determining whether the items on the Mawhiba Assessment function similarly for both males and females who take the assessment. Eight different types of DIF analyses were conducted to ensure gender fairness and compared to test whether these methods give similar results for every item on the assessment with females (reference group) and males (focal group). For two of the most common analyses, Mantel-Haenszel and Lord's Chi-Square, DIF analyses were run between males and females for the entire sample as well as for those identified as being gifted, as defined by specific parameters set by the researcher. It was found that the DIF had larger effects with the gifted sample as compared to the overall sample. The remaining six DIF analyses only looked at differences between males and females for the overall sample. The multiple DIF analyses produced findings that allowed the researcher to obtain a complete understanding of possible gender bias.Generally, it can be concluded that the Mawhiba Assessment is a fair assessment; however, males were more advantaged on the Mathematical and Spatial Reasoning and Scientific and Mechanical Reasoning sections, whereas females were more advantaged on the Linguistic Reasoning and Comprehension section. Both groups had an equal advantage on the Mental Flexibility section. These findings reflect what has been found in previous research and can be used by the officials who develop and maintain the Mawhiba Assessment to help ensure a fair testing instrument. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the affect race had on gifted referrals at the 90th and 95th percentiles, based on the Cognitive Abilities Text 7 (CogAT 7). Achievement, Opportunity and Excellence Gaps are defined and put into historical context including systems of power and privilege. Giftedness is defined. The history of Gifted Education is explored through a Culturally and Linguistically Diverse (CLD) lens. Research questions explored race and its affect on the Cognitive Abilities Test, CogAT 7, and the significance of difference between racial groups at the 90th and 95th percentiles. The results of this study indicate: (a) CogAT 7 test scores are affected by race, (b) 95th percentile gifted referrals were significantly different across race, (c) 90th percentile gifted referrals were significantly different across race, (d) when comparing 90th and 95th percentile referrals, there was a significant difference, and (e) gifted referrals at the 90th and 95th percentiles were significantly not equitable across race. Recommendations for further study include the development of district equity goals, second screening processes, and talent enrichment programs and/or strategies for CLD learners. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative research study was conducted to examine whether investing in innovation and gifted intelligence would improve America's economic well-being. The investment issue became a problem because educational researchers researched innovation as creativity rather than as productive behavior. Moreover, in the literature, adult giftedness was perceived as negative development rather than as alternate normative behavior. The purpose of this research study was to generate new knowledge about innovation and adult giftedness. WICS (wisdom, intelligence, creativity, synthesized) theory of intelligence provided the theoretical framework because intelligence is a measure of human productivity potential. The neuropsychological conceptual framework facilitated a cognitive map of the innovation process. The multicase historic research design provided the answers to the research questions. Four real life historic events embedded with innovation activities and behavior utilized comparative methodology to mark patterns in behavior and cognition. Raw data gleaned from archival/historic research was analyzed utilizing content analysis of primary resources. The key results were: (a) the innovation process is a psychological tool that transcends creative activities; (b) empathy, intellectual complexity and moral intelligence is linked to wisdom and continuous learning; and (c) transcendent experiences are intrinsic motivations to reach beyond expected productive behavior. Outcomes from this study are useful for I-O psychologists because high intelligence can increase organizational productivity levels and sustain business. The positive social change implications are business administration will have to redirect business strategies to focus on employees and relationships, and training and development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study investigated the developmental trajectories of the Implicit Theories of Intelligence among gifted and non-gifted Filipino students. when students were grouped by giftedness. gender. grade level, and prior science academic achievement. The researcher also determined the predictive relationship between students' view of intelligence and IQ score, grade level, and prior science academic achievement when students were grouped according to giftedness. Students' implicit theories of intelligence were determined using Dweck's (2000) Implicit Theories of Intelligence Scale for Children (ITISC) and IQ score was measured by administering the Raven's Progressive Matrices. Archival data of students' scores in the science diagnostic and achievement assessments in the school year 2016-2017 were used to measure the students' prior science academic achievement. This study was conducted in two large elementary and secondary public schools in Compostela Valley Province. in the southern region of the Philippines. The participants were 1 72 grades 4-6 pupils and 182 grades 8-10 students. The data collected from the participants were analyzed through quantitative method using descriptive statistics. t-test, Pearson r correlation, Chi-square. and Stepwise multiple linear regression. Among the major findings were the following: there was no significant difference in the view of intelligence between the gifted and non-gifted students: both male and female groups consistently registered a higher degree of growth mindset: high school students tend to portray a higher degree of growth mindset compared to elementary pupils: students with above average science achievement demonstrated the highest degree of growth mindset while average science achievement students had a higher degree of growth mindset compared to those with below average science achievement: and view of intelligence was significantly predicted by grade level and prior science academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the literacy practices of three focal students who composed multimodal comic memoirs about the emotional struggles and obstacles they faced related to being labeled academically gifted and talented. As a qualitative action research study (Hewitt & Little, 2005; Munn-Giddings, 2012), in which the teacher of the focal classroom was the primary researcher, a sociocultural framework (Dunsmore & Fischer, 2010; Wertsch, 1991) was employed to investigate the three focal students' uses of multimodal composition to address the research questions: RQ1, In what ways do gifted secondary students use the comics medium to produce multimodal memoirs? RQ2, What experiences do gifted secondary students represent when they design comic memoirs? and RQ3, What do gifted secondary students reveal about competing representations of race, gender, class, and giftedness as they depict themselves in comic memoirs? To address the research questions, the researcher used a qualitative case study design (Merriam, 1998; Yin, 2009), collecting data over five years (2013--2017) while teaching a literature-based comics class at a summer enrichment program for gifted secondary students. Based on a conceptual framework comprising the intersections of literacy practices related to multiliteracies (Sanders and Albers, 2010) and multimodalities (New London Group, 1996) in connection with visual literacy skills (Frey & Fisher, 2008), data analysis included a variant of grounded theory (Glaser & Strauss, 1967), Situational Analysis (Clarke, 2005), which takes a cartographic approach to the collection and analysis of data within the study's situation, including its environment, social spheres, and setting. Findings point to the focal students' deep-seated emotional turmoil related to gender, racial, and gifted identities; reports of emotionally debilitating social and academic expectations connected to giftedness; and personal narratives of being silenced and socially alienated. Implications are discussed concerning how the unique visual literacy strategies available while making comic memoirs helped the focal students gain perspective on and insight into their struggles with identity and related social and cultural practices. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The ImPACT aims to measure neurocognitive functioning in student athletes. Many schools administer preseason ImPACT assessments to determine athletes' baseline functioning. Follow-up ImPACT assessments are administered to athletes who sustain concussions to compare their pre- and post-injury functioning. Normative data may be used in place of individualized baseline scores if athletes were not administered baseline assessments. At the inception of this study, normative datasets consisted of scores from typically developing athletes. However, research suggests athletes of varying gender and exceptionality statuses perform differently on baseline ImPACT assessments. In particular, differences were found among male and female athletes as well as athletes with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) when compared to control groups. Although some studies have suggested gifted and/or talented students may perform differently on ImPACT baseline assessments, no present study has directly examined this concept. The present study investigated baseline score differences between males and females and among students with LD, ADHD, giftedness, and typical development on the five composites of the ImPACT (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control). Findings of the present study revealed significant main effects of exceptionality status. Contrary to initial hypotheses, no significant main effects of gender were found. Additionally, no significant interaction effects were discovered. Follow-up analyses revealed members of the Gifted group obtained significantly higher scores than members of the Control group on Verbal Memory and Visual Memory Composites. The importance of these findings, limitations of the study, and directions for future research are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this quantitative causal-comparative study was to compare pull out and inclusion programs in two Texas school districts in terms of fourth grade students' academic performance in mathematics, while controlling for gender. The theoretical framework was provided by Renzulli's Three Ring Concept of Giftedness and based on the premise that giftedness is not a fixed state of being but a developmental component that has the potential to change over time. The final sample used in the analysis included 484 gifted students from the inclusion program at Southeastern Independent School District and the pull-out program at Southwestern Independent School District. The analysis was conducted on de-identified secondary data. Research Question 1 addressed the difference between the students in the two programs in terms of their math achievement. Research Question 2 addressed the interactive effect of program type and gender in terms of students' math achievement. The results showed a nonsignificant main effect, F(1, 480) = 1.72, p = 0.40, and a nonsignificant interactive effect of program type and gender, F(1, 480) = 1.37, p = 0.24. However, the slightly higher math mean score of the inclusion program compared to the pull-out program (1610.58 vs. 1604.82) justifies further research on this topic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this systematic, grounded theory study was to explain the educational processes used by homeschooling families of gifted and twice-exceptional children. For this study, educational processes were defined as instructional methods, curriculum, and structure used by homeschooling parents in the academic development of their gifted and twice-exceptional child. The conceptual framework guiding this study was choice theory developed by William Glasser with the influences of Robert Sternberg's theory of successful intelligence and Kurt Fischer's dynamic skills theory as these theories explain how choices are influenced by parents' understanding of their children's cognitive development, giftedness, and twice-exceptionality within a cultural context. This study sought to answer the question: What are the educational processes that families implement within the homeschool environment in educating their gifted and twice-exceptional children? This systematic grounded theory study was conducted using 14 individual homeschooling parents and one father-mother couple. Participants were recruited through a combination of convenience, snowball, and web-based respondent driven sampling. Data was collected using a demographic questionnaire, interviews, a letter of advice, journaling, and memoing. The data was analyzed using open, axial, and theoretical coding procedures. This study resulted in the development of four process models: (a) the process of choosing to homeschool, (b) the process of choosing curriculum, (c) the process of choosing instructional methods, and (d) the process of choosing structure. Additionally, the conceptual framework led to an amalgamation of the theories to develop a new theory: personalized education theory of gifted and twice-exceptional homeschooling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In American schools, African American students are underrepresented in gifted education programs while White students are overrepresented. School-based gifted identification referrals are primarily initiated by teacher nomination. However, many characteristics or attributes perceived as gifted by the African American cultural group are often not recognized under mainstream definitions of giftedness and by extension teachers who nominate students for gifted education. Teachers often attribute giftedness to very narrow and specific abilities used in mainstream definitions of giftedness such as IQ and academic achievement, and may subsequently overlook African American students who demonstrate non-traditional attributes of giftedness (i.e., creativity, leadership ability, strong social skills). Given evidence that attributions of giftedness may vary by culture, an evaluation of ways in which teachers and parents perceive giftedness is important. The current study aimed to (a) develop and validate a questionnaire to assess parent and teacher perceived attributes of giftedness in an African American and White sample of students; (b) examine parent and teacher perceptions of giftedness as a function of student culture; (c) examine teacher perceptions of which student attributes they are more or less likely to endorse when nominating African American and White students; and (d) examine differences between parent perceptions of gifted attributes and teacher perceptions of nomination for African American and White students. The study was conducted in two phases. In phase I, the researcher-developed Attributions of Giftedness Survey (AGS) was found to be psychometrically valid and reliable. In phase II, significant and non-significant findings emerged. Specifically, (a) parent perceptions of giftedness significantly differed between African American and White students, (b) teacher perceptions of giftedness significantly differed between African American and White students, and (c) parent perceptions of giftedness significantly differed from teacher perceptions depending on the student's culture. While teacher perceptions of nomination did not differ significantly between the two cultural groups, teacher perceptions of nomination were found to differ from parent perceptions of giftedness depending on the student's culture. Future directions regarding policy and procedural implications such as a comprehensive definition of giftedness and revisions to the nomination and identification procedure are discussed. Study results also indicated teacher training is warranted to facilitate teacher knowledge of culturally-bound expressions of giftedness that is unique to the African American cultural group to improve nomination rates of gifted African American students and support subsequent greater representation of African American students in gifted education programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This thesis argues for and provides a model for the full inclusion of individuals with special needs as co-laborers in the worship ministry of churches. Full inclusion means moving beyond simply accommodating ministries and facilities to minister to individuals with special needs. Full inclusion is encouraging each regenerate individual to use their own giftedness to minister to the body of Christ. As the church and world see individuals with varying abilities, both the outcast and the privileged serving Christ along side one another, the church will be edified, God will be glorified, and gospel of Jesus Christ will be proclaimed. Chapter 2 traces the history of disability in America. Discrimination is found in early immigration laws as well as in citizenship and voting rights. The cultural response vacillated between a desire to care for and protect those with disabilities and a movement to protect society from people with disabilities. Eugenics in America was a movement to prohibit reproduction and ultimately remove people with disabilities from society. Eventually, legal reforms were enacted which slowly created opportunities and granted civil rights to people with disabilities. The ADA and IDEA mandated equal access in public and in education. These laws were the catalyst of a seismic cultural shift in public education which itself transformed from an institution of exclusion and segregation to a place of full inclusion and acceptance. Chapter 3 examines the church's response to disability and outlines a biblical support for inclusion. Multiple surveys are cited which reveal a participation gap in church involvement between those with disabilities and those who have no disability. A lack of hospitality and a lack of theological understanding of disability are recognized as continuing issues in the church. Biblical warrant for inclusion is established through the doctrines of imago Dei and spiritual gifts as well as the Great Commission. People with disabilities are made in the image of God and those who are regenerate are given gifts for ministry to edify the church. The call to go and make disciples is a call inclusive of those with disabilities. Chapter 4 offers practical suggestions for engaging people with disabilities in the corporate worship gathering of the church. A model worship is designed, and appropriate accommodations based upon best practices from public education are suggested. Specific accommodations for both physical and cognitive disabilities are offered. Chapter 5 expands the scope of accessibility in worship to include worship leadership. Similar accommodations employed for accessibility in worship participation are proposed for accessibility in worship leadership. Chapter 5 concludes with a call for full inclusion in worship ministry. Chapter 6 summarizes the previous chapters, draws implications, and suggests areas for further research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The growing concern for the disproportionality of White students identified as gifted compared to other student populations challenges school districts to provide equitable opportunities for all students. Underrepresented student populations include socio-economically disadvantaged students, English learners, Black, and Hispanic students. Title I schools often reflect larger numbers of one or more of the underrepresented student populations. Federally funded supplemental instruction and support focused on remediation and reteaching to ensure academic success are expected while enrichment and nurture of gifted attributes may not be emphasized. Various theories of giftedness have been established through research identifying criteria for gifted identification based on intelligence and specific skills such as linguistic, musical, logical or mathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal intelligences. This study used data from one school district's Title I schools to examine the extent enrichment and nurture opportunities have been made available to students. The study also examined students' strengths as indicated on the Gifted Rating Scale categories of intellectual, academic, creativity, artistic, leadership, and motivation. These findings suggest a relationship between the effective nurturing of students' strengths and gifted identification outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation was designed to explore the link between epistemic curiosity and giftedness, in order to provide an additional potentially non-biased assessment to contribute to gifted identification "body of evidence" files for underrepresented and underserved populations. Students of color and students of lower socio-economic status are less likely to be placed into gifted and talented enrichment programs (Donovan & Cross, 2002). If a significant relationship is found between high curiosity and students who benefit from gifted education, psychometric instruments used for measuring curiosity could be invaluable in placing students in appropriate educational environments. The study used a mixed methods design to measure epistemic curiosity in gifted and nongifted populations for comparison, as well as conducted interviews to better understand perspectives of curiosity in both populations. If a strong difference between curiosity by giftedness was identified, and no mitigating factors found that might adversely change the reliability of the data, then the author can propose the recommendation that curiosity surveys be included in gifted identification "body of evidence" (BOE) portfolios nationwide. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). However, no studies have analyzed English Language proficiency (ELP) growth trajectories of gifted ELs. This study explored the growth in English language proficiency of 4,558 ELs, of which 118 were identified as gifted. Scores from the Comprehensive English Language Learning Assessment (CELLA), were used to determine their typical English language proficiency growth trajectories of ELs. This was done using latent growth curve modeling. The growth trajectories were then analyzed to determine if differences existed in the trajectories of ELs identified as gifted. The findings were that differences did exist in the English language proficiency growth of ELs identified as gifted, particularly in the areas of listening/speaking and writing, where gifted ELs seem to grow at a more rapid rate than their non-identified peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation employs a series of literary genres to navigate the reader through the importance of complicating normalized notions of giftedness and Latina identity as well as the interrogating the complexity of subjectivities. Using post qualitative inquiry (St. Pierre, 2014), I blend writing practices typically used in fiction and in theoretical inquiry. Fiction writing such as narratives, scriptwriting, poetry, visual-art, journaling, and poetry are implemented to analyze and represent the individuals in this inquiry. This dissertation consists of three Acts and an Intermission to carry the reader through the various stages of my inquiry. Through writing the dissertation in this manner, I highlight the discursive, cultural, and political structures that construct subjectivity and dismantle the modes of representation utilized in research. I employ Judith Butler (1990) to undo giftedness and reimagine the field of gifted and talented education. This inquiry highlights the means through which Latina identity is discursively constructed through sociocultural and political norms within gifted and talented classrooms and exposes how these learners disrupt ready-made constructions of Latina identity through subversive acts. Constructing a collective identity for these learners is problematic as the complexity of individual subjectivity makes it impossible to envision the Latina population as a homogenous group. Additionally, although the norms for giftedness that are embedded in the US school system possess a shaping impact on student subjectivity, giftedness ought to be viewed as a discursive construction. As these students reveal and have constructed through their experiences both inside and outside of the classroom, giftedness stretches beyond our normative perceptions within the United States. Through cultural translation (Butler, 2004), educators and curriculum theorists can begin to rethink static notions of giftedness by creating a new lexicon to dismantle the dominant discourses and hegemony of gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this qualitative case study was to examine gifted adolescents' perspectives on motivation in regard to academic learning experiences. Participants were selected based on having at least one year of attendance at a midwestern private school for the gifted, having a full-scale IQ of at least 125, and being between the ages of 11--17. This study focused on six gifted adolescents who committed to participating in one personal interview, completing two student response journals, and submitting work samples with reflection tags that were found to be examples of motivational academic learning experiences. Data from the interviews, student response journals, and student work samples with tags were analyzed using qualitative methods and through the theoretical framework of Gagne's Differentiated Model of Giftedness and Talent as well as expectancy-value theory. From the triangulation of data, three major findings emerged. The first indicated that standard, mass-produced basal curricula does not meet the needs of gifted adolescent learners without additional modifications, indicating a need for specialized gifted curricula. The second focused on the need for ongoing training for educators who work with gifted adolescents, including instructional strategies and models of gifted education proven effective with gifted learners as well as how to provide meaningful and responsive feedback to gifted adolescents. Finally, the need for gifted adolescents to personally value and connect academic learning experiences to the real world also emerged. Implications and recommendations for the field and for future research primarily include the need for increased awareness and increased funding in the field of gifted education to combat a lack of motivation and underachievement from gifted adolescent learners. Subsequently, recommendations for the field include raising awareness of the unique learning needs of gifted adolescents, creating meaningful professional development for gifted educators, and instituting greater levels of pre-service training in the areas of gifted education and differentiation for all educators. Areas for future research include further examination of educational policy regarding gifted education, how to increase gifted adolescents' valuation of academic learning experiences, and an examination of preparation requirements for teachers of the gifted, as well as how to write, market, and support specialized gifted curricula. (PsycInfo Database Record (c) 2022 APA, all rights reserved)