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ERIC Number: EJ953396
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0278-3193
Insiders or Outsiders: The Role of Social Context in the Peer Relations of Gifted Students
Eddles-Hirsch, Katrina; Vialle, Wilma; McCormick, John; Rogers, Karen
Roeper Review, v34 n1 p53-62 2012
This phenomenological study explored the lifeworlds of 27 academically advanced elementary students in three very different schools that endeavored to meet their diverse needs. Schools that had established formal social and emotional structures were found to have student populations far more accepting of diversity. As a result, academically advanced students at these schools who participated in the study were able to form positive relationships with peers without resorting to maladaptive types of social coping strategies. The findings of this study illustrate that the social and emotional support and development provided for gifted students in school settings are likely to be as important as their academics. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia