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ERIC Number: ED554865
Record Type: Non-Journal
Publication Date: 2013
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3527-9
Examination of Classroom Observations and Educator Perceptions of Classroom Interventions of Middle School Gifted Students Exhibiting Unhealthy Perfectionist Tendencies
Drawdy, LaTease
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Unhealthy perfectionist tendencies plague many gifted middle school students, and this type of perfectionism can lead to a lack of classroom success. Identifying effective interventions that educators can utilize is important in assisting middle school gifted students who demonstrate these maladaptive tendencies in their achievement in the classroom. In a qualitative descriptive case study, a systematic random sample of 70 middle school teachers from a middle school in a school district northeast of Atlanta, Georgia, were interviewed to identify their perceptions of interventions to use when gifted middle school students' unhealthy perfectionist tendencies arise in the classroom setting. Furthermore, 377 identified gifted middle school students from this same middle school were invited to take the Adaptive/Maladaptive Perfectionism Scale in order to determine which students are perfectionists. A sample of those student participants identified as unhealthy perfectionists were observed in the classroom setting to see first-hand how educators intervene when unhealthy perfectionist tendencies arise. Interpretational analysis was employed in this study with interview responses and data from the classroom observations divided into segments with categories developed to determine patterns of similarities. Segments were coded to fit the categories with a constant comparison employed to clarify meaning of categories, distinction among categories, and importance of categories. During the individual educator interviews and the classroom observations, effective interventions were identified. Those interventions included individual conferences with students, reassurance, and the expectation for students to think for themselves. By identifying effective interventions, educators can implement these interventions to assist students in avoiding the negative ramifications that can occur from maladaptive perfectionist tendencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia