abstract: Working with participants in schools for highly gifted students, this study asked adolescents to create a digital story to address the prompt, "How has your life changed since coming to this school?" Participant interviews were conducted in an attempt to determine how gifted students view their educational experiences and how those experiences influence the current development of self-identity. Digital story creation and photo elicitation methods were chosen in an effort to remove researcher bias and allow participant voices to be heard more accurately. Parent and educator interviews were also conducted. Data analysis was completed using narrative construction methods. Findings include several themes among participant self-identity influences including how labels affect participant's view of themselves, perfectionism and competitive drive function in each gifted child, necessity of intellectual challenge, appropriate learning environment helps to create self-confidence and self-identity, and grades are more important than learning for knowledge. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:24959 |
| Date | January 2014 |
| Contributors | Hart, Courtney Brook (Author), Ganesh, Tirupalavanam (Advisor), Margolis, Eric (Advisor), Sandlin, Jennifer (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 109 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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