Abstract
The aim of the present study was to examine elementary and middle school students’ ( N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students’ academic and social-emotional functioning and how teachers influenced students’ experiences within their gifted program. Findings indicated that there were differences between elementary and middle school students’ perceptions of how the gifted program affected their academic and social-emotional functioning. Suggestions for educators are provided about the importance of understanding gifted students’ experiences of schooling to support the development of these students within gifted and talented programs.
Published Version
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