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A comparative study of the course taking and performance patterns of high achieving secondary students
Selberg, Dewelynn Joyce Heeb
Selberg, Dewelynn Joyce Heeb
Abstract
Part one of this study relied on archival data of an urban public high school to explain and compare the Advanced Placement (AP) and International Baccalaureate (IB) course taking patterns and program exam performance of high school students who had participated in the district's program for gifted learners, the Extended Learning Program (ELP), when in grades 4-8, with those that did not.;Adapting Gagne's (2003, 2004) Differentiated Model of Giftedness and Talent (DMTG) as a conceptual framework, part two of this study examined the intrapersonal and environmental catalysts affecting the talent development process as perceived by seniors, enrolled in an AP or IB course. Seniors taking AP or IB and who had participated in the Extended Learning Program, were asked for their perceptions of the program's role in enhancing high-level performance and creative interest.;From archival data, former ELP students enrolled in more AP and IB courses, had higher mean scores on AP and IB exams, earned over 85% of the AP and IB awards, and were more likely to graduate when compared to non-ELP students. From survey data students indicated that they perceived their internal characteristics as most responsible for their talent development process, noting hard work and persistence as critical traits. Those who had participated in the ELP found it offered opportunities to be with like peers, to work on challenging and advanced curricula, and to better prepare for the academic challenges ahead.;Based on these findings, recommendations for policy that focus on the need for longitudinal tracking of gifted learners across elementary and secondary levels are made. Recommendations for practice include work with counselors to provide appropriate assistance in academic planning, especially for underserved populations. Suggestions for future research include studies that examine teacher receptivity to promoting talent development processes in gifted and high ability learners.
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2009-01-01
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3357538.pdf
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Education
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https://dx.doi.org/doi:10.25774/w4-ky09-p661