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ERIC Number: EJ871205
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1918-5227
Gifted Children's Representations of Learner Identities
Porath, Marion; Lupart, Judy
Exceptionality Education International, v19 n2-3 p80-95 2009
Elementary and secondary students identified as gifted produced representations of themselves as readers, writers, and mathematicians and were interviewed about what they chose to represent. Interviews indicated a developmental progression in the way academic learning is understood, a progression that also was evident in their representations. Action-based understanding of academic learning in early childhood progresses to increasingly complex integration of mental activity and knowledge of self-as-learner with descriptions of learning activities in middle childhood. Adolescence is marked by views of learning as transformative and emergent recognition of the nature of knowledge as important in learning. The representations showed similar developmental characteristics, but also offered complementary, creative views of the students' learning identities. (Contains 2 tables.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A