Document Type

Article

Publication Date

2016

Publication Details

This article was originally published as:

Bennett-Rappell, H., & Northcote, M. (2016). Underachieving gifted students: Two case studies. Issues in Educational Research, 26(3), 407-430.

ISSN: 1837-6290

ANZSRC / FoR Code

130103 Higher Education| 130105 Primary Education (excl. Maori)| 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)| 130313 Teacher Education and Professional Development of Educators

Reportable Items

C1

Abstract

Almost half of all gifted students do not achieve according to their exceptional potential. Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of underachievement in gifted students. This study utilised a specifically designed Creative Writing Program and adopted a part-time withdrawal strategy to explore the impact of particular teaching strategies on reversing the underachievement of two gifted students. Through the two case studies, qualitative data were gathered from multiple sources and perspectives. These data were analysed using open-coding methods. The Creative Writing Program was found to impact the students' negative feelings, underachieving behaviours and social awareness. Furthermore, a number of teaching strategies were identified as being successful for facilitating the achievement of potential in underachieving gifted students: one-to-one teaching, positive teacher identification and differentiation.

Comments

Used by permission: the authors and Issues in Educational Research (IIER)

This article may be accessed from the publisher here.

Staff and Students of Avondale College may access this article via a PRIMO search here.

Articles published in IIER appear under Creative Commons licence "BY ND".

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