Gifted students' perceptions of multipotentiality among gifted students: a grounded theory analysis
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2003
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Abstract
This thesis is a summation of interviewing five gifted grade nine students who happen also to be multi-talented. A grounded theory research design integrated eleven questions about how these students, from a large Westem Canada city, relate to various aspects of being multi-talented. Major findings for these high-ability and multi-talented students were a strong autotelic work ethic, the support system of a similarly multi-talented family, effectively trained teachers, and the school's diversified curriculum within a congregated gifted and talented setting. All participants were highly critical of those who were perceived to be "wasting their talent". Data analysis on the participants' responses identified factors that influenced their strong work ethic: relationships with supporting teachers; involvement in extra-curricular activities on a multiple of playing fields; choice, opportunity for independent study, and special programs. Implications for teachers, for dispensing the curriculum, and for accommodating the needs of the multi-talented student are also presented.
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Bibliography: p. 155-174.
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Michelle-Pentelbury, R. F. (2003). Gifted students' perceptions of multipotentiality among gifted students: a grounded theory analysis (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/22644