Through a Different Lens: Reflecting on a Strengths-Based, Talent-Focused Approach for Twice-Exceptional Learners

Autor/inn/en	Baum, Susan M.; Schader, Robin M.; Hébert, Thomas P.
Titel	Through a Different Lens: Reflecting on a Strengths-Based, Talent-Focused Approach for Twice-Exceptional Learners
Quelle	In: Gifted Child Quarterly, 58 (2014) 4, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986214547632
Schlagwörter	Private Schools; Middle Schools; Middle School Students; Gifted; Student Development; Talent Development; Emotional Development; Student Experience; Student Adjustment; Skill Development; Cognitive Development; Educational Environment; Safety; Psychoeducational Methods; Semi Structured Interviews; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Private school; Privatschule; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Begabter, Hoch Begabter; Begabtenförderung; Talentförderung; Gefühlsbildung; Studienerfahrung; Adjustment; Studentin; Adaptation; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sicherheit
Abstract	This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups, educational records, and psychological reports. Findings indicate areas of change and development across cognitive, emotional/behavioral, and social domains and identified five factors underlying student growth: psychological safety, tolerance for asynchrony, time, positive relationships, and the consistent use of a strengths-based, talent-focused philosophy. Data also revealed four benefits from the talent development opportunities offered by the school. Participating in talent development activities enabled students to become part of a social group; to overcome some social, emotional, and cognitive challenges in context; to develop ongoing mentor and professional relationships with people in talent areas; and to develop expertise in an area of talent. This research supports the incorporation of a strengths-based, talent-focused approach for twice-exceptional learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10