Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM

Autor/inn/en	Jen, Enyi; Moon, Sidney M.
Titel	Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM
Quelle	In: Gifted Child Quarterly, 59 (2015) 4, S.299-315 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986215598001
Schlagwörter	Qualitative Research; Self Contained Classrooms; High School Students; Academically Gifted; Males; Student Attitudes; STEM Education; Single Sex Classes; Selective Admission; Student Surveys; Interviews; Independent Study; Majors (Students); Foreign Countries; Decision Making; Talent Development; Coding; Program Effectiveness; Anxiety; Taiwan + Suchen Sie Ihr Suchwort? Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Schülerverhalten; STEM; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Bildungsselektion; Schülerbefragung; Interviewing; Interviewtechnik; Selbststudium; Ausland; Decision-making; Entscheidungsfindung; Begabtenförderung; Talentförderung; Codierung; Programmierung; Angst
Abstract	This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school's gifted program completed a confidential survey and participated in one-on-one interviews. The participants identified the most valuable learning experience as the independent study course; they reported that the independent study course influenced their choice of college major and positively affected their studies in their senior year of college. Most participants valued their overall academic experience in the self-contained program, although a few reported that they were unable to learn so many science-related subjects simultaneously at such a fast pace, suggesting that this type of program needs to be differentiated. The social impacts of the program varied. Implications of the findings for educators as well as suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01