Date
4-2012
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Karla Swafford
Primary Subject Area
Education, General; Education, Educational Psychology; Education, Secondary; Psychology, General
Keywords
Acceleration
Disciplines
Education | Educational Psychology | Gifted Education | Psychology
Recommended Citation
King, Dana, "The Long-term Social & Emotional Outcomes of Subject-Area Acceleration on Gifted Learners" (2012). Doctoral Dissertations and Projects. 540.
https://digitalcommons.liberty.edu/doctoral/540
Abstract
This qualitative phenomenological study utilizing transcendental phenomenology methods sought to understand the long-term social and emotional outcomes associated with subject-area acceleration. The participants were high school gifted juniors and seniors from one rural high school the southeastern United States. Data was collected through surveys, individual interviews, and focus group interviews. The rich details produced by this study enabled the researcher to construct a voice for this population by analyzing overarching themes emerging from surveys and interviews. The results of this study indicated that participants experienced primarily positive social and emotional outcomes of subject-area acceleration. The study will help guide teachers, parents, and administrators as they seek appropriate placement options for gifted learners.
