Reexamining Gifted Underachievement and Dropout through the Lens of Student Engagement

Autor/inn/en	Landis, Rebecca N.; Reschly, Amy L.
Titel	Reexamining Gifted Underachievement and Dropout through the Lens of Student Engagement
Quelle	In: Journal for the Education of the Gifted, 36 (2013) 2, S.220-249 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353213480864
Schlagwörter	Academically Gifted; Dropouts; Underachievement; Student Participation; Attendance; Learner Engagement; Academic Aptitude; Dropout Research; Failure; Student Characteristics; Student Needs; Relevance (Education); Predictor Variables + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Performance deficiency; Leistungsschwäche; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Anwesenheit; Relevance; Relevanz; Prädiktor
Abstract	The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this phenomenon. The purpose of this literature review was to review prior findings in the gifted underachievement and dropout literature within the framework of student engagement. Specifically, academic, behavioral, affective, and cognitive indicators of student engagement are examined. Findings of the review and implications for research and practice are presented. Student engagement may prove to be an essential construct in understanding, predicting, and preventing dropout behavior among gifted students. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10