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ERIC Number: ED555020
Record Type: Non-Journal
Publication Date: 2013
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-8745-6
Teacher Perceptions of Overexcitabilities in Secondary Gifted Students: Implications for Practice in Gifted Education
Doll, Marianne Morgan
ProQuest LLC, Ed.D. Dissertation, Southern Illinois University at Edwardsville
During the last two decades of the twentieth century, some researchers and practitioners in gifted education adopted the belief that overexcitabilities (OEs), from Dabrowski's Theory of Positive Disintegration, are more prevalent in gifted adolescents that in other adolescents. This belief led to recommendations for gifted education, including the recommendation that affective skills are taught in gifted programs. This mixed-methods study was conducted to test secondary teacher perceptions of OEs, and determine if consistent data exists to recommend affective instruction in secondary gifted education. Five secondary English teachers from one Missouri school district completed questionnaires on 37 gifted and 37 non-gifted students, and participated in a teacher focus group to provide data on their perceptions. A comparison of the quantitative and qualitative data showed agreement of higher OEs in gifted secondary students in the area of intellectual OEs, but not in sensual, imaginational, psychomotor, or emotional OEs. When comparing this result to other studies, great inconsistency in the literature is noted, except in the area of intellectual OEs. With studies consistently showing higher intellectual OEs in gifted adolescents, it is recommended that secondary gifted education provide academically and intellectually challenging curriculum. It is possible that inconsistencies in the literature are due to variations in conceptions of giftedness and differences in identification procedures, creating inconsistent samples in studies. It is, therefore, also recommended that consistent identification procedures are adopted, even if only for the purpose of research, so accurate and reliable data can lead to well-supported conclusions about gifted students and gifted education. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri