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4.3.11 Tales from Norwegian Gifted Youngsters
This research project is a qualitative interview study with seventeen Norwegian gifted students in secondary school, ages 12-15. Gifted education is new in Norway, and we want to know what kind of adaptions students receive and how they feel about them. Does their education meet their needs? In their view, what can we do differently? Preliminary findings include responses touching on boredom, group-work and project-work, differentiated education for all, bullying, and differences between elementary and secondary school. Results are discussed in relation to, among others, Gagnè (1995), Renzulli and Renzulli (2010), and Subotnik et al. (2011).
Author(s):
Astrid Lenvik
astrid.lenvik@uib.no
University of Bergen
United States
Astrid Lenvik has a master degree in Special Needs Education from the University of Oslo. She wrote her master thesis on gifted education and disruptive behavior, with guidance from professor Liv Duesund at University of Oslo, and professor Elliot Turiel at University of California, Berkeley. The field work for her thesis was conducted while she was a visiting student at UCB. Lenvik has work experience from the national service for special needs education in Norway, the educational and psychological service provider for schools in Oslo, as well as schools and pre-schools. Astrid Lenvik is currently a visiting scholar at UCB.
Elisabeth Hesjedal*
elisabeth.hesjedal@uib.no
University of Bergen
Norway
Elisabeth Hesjedal is Associate Professor, Department of Education, University of Bergen. Hesjedal has a particular interest in interprofessional collaboration and inclusive education for children at risk. She delivered her PhD-thesis” Interprofessional collaboration between schools and child welfare center: what can support children at risk”, in 2014. Hesjedal is currently working on research project related to children’s participation and special needs education.
Lise Jones*
lise.jones@uib.no
University of Bergen
Norway
Lise Øen Jones is Associate Professor, Department of Psychosocial Science, University of Bergen. Jones delivered her PhD-thesis “Effects of reading skills, spelling skills and accompanying efficacy beliefs on participation in education. A study of Norwegian prisons.” In 2012. She has since written several articles on reading and writing skills, education for prisoners, digital competence and digital learning. Jones is currently working on several research projects in relation to education in prisons, both Norwegian and international.