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Gifted Students in Diverse Environments
Dissertation   Open access

Gifted Students in Diverse Environments

Anita Maria Schmitt
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2009

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Abstract

Appropriate placement and active engagement are components of academic success. Verbal interactions in diverse settings were measured to examine differences in levels of communication. Surveys explored student perceptions about their educational experiences. Gifted students in regular education classes and in a self-contained gifted class were videotaped and their verbal interactions tallied. Talking trends were compared. Interaction results were impacted by a technical defect and some observational discrepancies. Still, findings reveal that gifted students interact more consistently in an intellectually homogeneous classroom. Gifted students in general education classes in this study spoke infrequently, primarily with their teachers, and to other students when approached. Gifted and non-gifted fourth grade students participated in a survey which rated levels of satisfaction with class activities. The results were unexpected. While there was no significant difference in the scores of the two subgroups, more questions were raised about the affective consequences of curricular choices. Gifted students demonstrated greater satisfaction than their grade level peers, though not exclusively in self-contained settings. Gifted students benefit from deliberate classroom enrollment. The learning community may determine levels of comfort and degree of engagement. Though other characteristics influence a child’s sociability, ease in discourse can be linked to familiarity. This study found gifted students surrounded by their intellectual peers were more outspoken and expressive.
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