Date of Award
Doctoral Research Paper
Morgridge College of Education, Teaching and Learning Sciences
Norma Lu Hafenstein, Ph.D.
Paul Michalec, Ph.D.
Mental health, Social-emotional, Adolescent, Gifted, Affective, Teen, Asynchrony, Anxiety, Perfectionism, Overexcitability
The importance of teaching children and adolescents about affective content has recently become more of a priority in the realm of education, especially when working with gifted learners. The Colorado Department of Education requires that students on Advanced Learning Plans (ALPs) write an annual academic and affective goal. The problem of practice guiding this research is the lack of services and support for gifted adolescents to achieve healthy affective development and to write affective goals. It appears that opportunities for students, especially secondary students, to learn about affective content are limited. This multiple case study examined factors contributing to gifted adolescents’ understanding of affective concepts. Through the use of data including teacher interviews, artifacts of the school environment, and curricular affective resources, this study shows that affective learning opportunities for gifted adolescents are limited in the cases studied. Lack of time for instruction, adults’ lack of understanding of gifted affective needs, and lack of curricular resources were all contributing factors to this problem of practice. Although this study cannot be generalized to all secondary schools, the findings have important implications with regard to instructional practices as they relate to affective instruction for gifted adolescents.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Copyright is held by the author. User is responsible for all copyright compliance.
Howard, Jessica Anne, "Affective Learning Opportunities for Gifted Adolescents" (2017). Teaching and Learning Sciences: Doctoral Research Projects. 13.