'I Am More than My IQ:' Analysis of the Experience of a Gifted Learner

Autor/inn/en	Brandišauskiene, Agne
Titel	'I Am More than My IQ:' Analysis of the Experience of a Gifted Learner
Quelle	In: Gifted Education International, 35 (2019) 3, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brandišauskiene, Agne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429419840648
Schlagwörter	Academically Gifted; Student Experience; Educational Experience; Psychological Patterns; Social Isolation; Interpersonal Relationship; Self Concept; Anxiety; Adolescents; Secondary School Students; Females; Case Studies; Foreign Countries; Lithuania + Suchen Sie Ihr Suchwort? Studienerfahrung; Bildungserfahrung; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Angst; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Weibliches Geschlecht; Case study; Fallstudie; Case Study; Ausland; Litauen
Abstract	The current article reports on the analysis of the phenomenon of the experience of a gifted learner revealing her significant school experiences. Interpretative phenomenological analysis, that is, the phenomenological strategy of Colaizzi, has been selected for a consistent analysis, which reveals the factors of a person's internal dynamics. The educational experience of a gifted girl is revealed through five themes: four of them are related to complex negative feelings. A gifted pupil experiences loneliness and otherness in school. She lacks challenges during the learning process, and meaningful interpersonal relationships do not develop. Only one (the fifth) theme is connected to her positive feelings and self-discovery among other people. Ann acknowledges discovering the feeling of belonging and the feeling of authenticity on the personal (value-based) level when participating in cultural events with her peers. The research results are valuable because they provide insights into the feelings and experiences of an exceptionally gifted school learner. They can be beneficial to both researchers exploring education of gifted learners and to teachers working with them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01