Abstract
This article investigates the relationship between students’ self esteem and the ability to do independent study in an urban New Jersey Gifted and Talented Program. It shares the experiences learned by the program staff in attempting to assist and motivate identified students as they pursued independent investigations in topics of their choice. Though difficulties were evident from the beginning, the staff made modifications in their approaches that helped the students experience success and, therefore, improve their academic self esteem. These suggestions are listed and discussed.
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