Reversing underachievement among gifted secondary students
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Dr Beth Winton

Arguing that poor support for the most able and gifted children in schools is a theme common to many education systems, this paper claims that gifted pupils are less likely than any other groups to be the target of school reform efforts in the USA.

Following a mixed methods study that analysed a segment of the gifted pupils population – those who do not achieve academically – the research attempted to discover whether this group could be identified through data analysis, and how they can be helped to achieve their potential.

The study found that there were several elements that influenced such pupils’ motivation to learn, including the effective use of their time in class and at home; teachers having motivational qualities; instructional teaching strategies that focused on engagement and mastery; and finally, the need for positive relationships with teachers and peers. 

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Dr Beth Winton

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University of Missouri

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This study reveals the inadequacies of in school support for gifted but underachieving pupils, and may make for interesting reading for school and subject leaders. 

A mixed methods study.


Record ID:
R265 / 369
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