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“Just Challenge Those High-Ability Learners And They’Ll Be All Right!” The Impact Of Social Context And Challenging Instruction On The Affective Development Of High-Ability Students, Katrina Eddles-Hirsch, Wilma Vialle, Karen B. Rogers, John Mccormick
“Just Challenge Those High-Ability Learners And They’Ll Be All Right!” The Impact Of Social Context And Challenging Instruction On The Affective Development Of High-Ability Students, Katrina Eddles-Hirsch, Wilma Vialle, Karen B. Rogers, John Mccormick
Katrina Eddles-Hirsch
This study provided a voice to gifted elementary children attending three very different schools that endeavoured to meet their atypical academic needs. While educators have theorised that special programs for gifted students benefit gifted children academically and contribute positively to their social and emotional development, there is limited research to support this belief. The phenomenological framework used in this study allowed 27 gifted elementary students to present their perceptions of the advantages and disadvantages of extension class environments. The results demonstrate that while challenging instruction was clearly important for the emotional wellbeing of the advanced learners, it went hand in …