The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students
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The purpose of this study was to analyze how the school-within-a-school setting interacts with the non-academic self-concept of gifted and talented students in grades 6- 8. A case study approach was used to discover how grouping gifted and talented students in the school-within-a-school interacted with non-academic self-concept. The findings were analyzed based on the students’ and parents’ perceptions and experiences to understand how the school-within-a-school setting impacted the students’ self-concept. The findings show the grouping of gifted and talented students in a school-within- a school setting was positive for both students and parents. The students reported positive experiences during their two or three years of attending the specialized school-within- a-school. Students and parents reported that personal factors, including friends and academic opportunities, contributed to a positive experience. Students reported that behavioral factors, including academic performance and academic support, contributed to a positive self-concept. Additionally, students reported that being in a school-within-a school setting with other gifted students allowed them to create and develop positive relationships with age and intellectual peers within the specialized setting and the larger context of the entire school. In order to increase the self-concept of students in the school-within-a-school setting, specific opportunities were developed for students to talk about giftedness and how they see themselves as gifted individuals. Resources for developing differentiated learning experiences should be written into curriculum documents to allow teachers to develop multiple entry points for the varying readiness levels of the students. Professional learning opportunities should also be utilized to help teachers share exemplars and experiences which may increase academic opportunities for students to have meaningful instructional experiences and increased non-academic and academic achievement for students.
Jones, Harleigh Paul (2018). The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. Doctoral dissertation, Texas A & M University. Available electronically from