Insiders or Outsiders: The Role of Social Context in the Peer Relations of Gifted Students

Autor/inn/en	Eddles-Hirsch, Katrina; Vialle, Wilma; McCormick, John; Rogers, Karen
Titel	Insiders or Outsiders: The Role of Social Context in the Peer Relations of Gifted Students
Quelle	In: Roeper Review, 34 (2012) 1, S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2012.627554
Schlagwörter	Advanced Students; Academically Gifted; Coping; Social Environment; Context Effect; Peer Relationship; Friendship; Phenomenology; Elementary School Students; Student Needs; Educational Environment; Student Diversity; Social Development; Emotional Development; Single Sex Schools; Private Schools; Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Fortgeschrittener; Bewältigung; Soziales Umfeld; Peer-Beziehungen; Freundschaft; Phenomenological psychology; Phänomenologie; Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Gefühlsbildung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Private school; Privatschule; Interviewing; Interviewtechnik; Ausland; Australien
Abstract	This phenomenological study explored the lifeworlds of 27 academically advanced elementary students in three very different schools that endeavored to meet their diverse needs. Schools that had established formal social and emotional structures were found to have student populations far more accepting of diversity. As a result, academically advanced students at these schools who participated in the study were able to form positive relationships with peers without resorting to maladaptive types of social coping strategies. The findings of this study illustrate that the social and emotional support and development provided for gifted students in school settings are likely to be as important as their academics. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10