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2017 WCGTC Biennial World Conference

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4.10.6 Which gifted students are more likely to become disengaged from regular secondary education? An analysis of learning profiles

This study examines the learning characteristics of gifted adolescents in years 9 to 10 who become disengaged from regular school. It is often proposed they display high creativity. The study compared their creative thinking profiles with those of peers who remained in regular classrooms and those who stayed in their school but not in their class. The profiles comprised non-verbal and verbal ability, sequential processing, creative ideation, and creative thinking. The three cohorts differed in their profiles. Those disengaged from school differed in all aspects except sequential processing. The findings help teachers assist gifted students who might become disengaged.

Author(s):

John Munro
jkmunro@unimelb.edu.au
Australian Catholic University
Australia

Dr Munro is Professor of Educational Psychology and Exceptional Learning in the Faculty of Arts and Education, Australian Catholic University. He is a qualified primary and secondary teacher and a psychologist. His teaching and research interests are in gifted education, literacy and math learning and learning difficulties, instructional leadership, school improvement and learning internationally. He has written state and national curricula in Australia. He has produced a range of teacher resources and professional learning materials for the state and independent school systems. He has provided consultancy to several international education projects including the Aga Khan Academies and the International Baccalaureate.

 

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