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2019 WCGTC World Conference

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2.8.4 An Exploration of Gifted Adolescent Motivation in Academic Learning Experiences

With a focus on learning more about the unique learning needs of gifted adolescents, this qualitative case study examined gifted adolescents’ perspectives on motivation in regard to academic learning experiences through the theoretical lens of Gagne’s Differentiated Model of Giftedness and Talent and expectancy-value theory. Through the triangulation of data collected from interviews, student work samples with reflection tags, and student response journals, three major outcomes emerged. Findings from four major themes and thirteen sub-themes provided new insights regarding how to increase academic engagement and achievement in gifted adolescents, as well as new implications to the field of education.

Author(s):

Vicki Phelps
vicki.phelps@sumnerschools.org
Sumner County Schools
United States

   

Vicki Phelps, Ed.D., is Lead Consulting Teacher for Gifted Education in Sumner County, TN. She is a National Board Certified Teacher and has been deeply involved in gifted education for the last 14 years. Through working as a gifted specialist at both the elementary and middle school levels, she has written gifted curricula that have been utilized in several districts. Dr. Phelps has also had the unique experience of being one of three gifted specialists selected to open a gifted magnet school which served the top 2% of the gifted population in a midwestern district.

 


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