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Social and Emotional Learning Needs of Gifted Students.

机译：资优学生的社交和情感学习需求。

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摘要

Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
机译：与同龄人相比，有才华的学生具有独特的社交和情感需求。由于学校为每位GT学生规定了社交和情感学习目标，因此州一级的支持有限。该研究的目的是回答指导性问题，即学生如何从GT社会和情感课程的关键要素中受益。该研究以Corso促进和发展积极的社会情感行为的方法为指导。数据收集自对32位州GT专家进行的问卷调查。对其中的10名GT专家进行了半结构化访谈。主题数据分析遵循一个开放的编码过程，以识别新出现的主题。调查结果揭示了成功的GT社会和情感课程应该具备的关键要素：（a）在学校课程表中安排一段情感课程，（b）GT学生寻求对身份和GT特征的理解，（c）建立社交和情感课程的合作伙伴关系，（d）训练有素的员工，包括对GT学生特征的理解，（e）情感目标的设定，（f）足够的教学资源，以及（g）进行强化干预的过程需要。这项研究包括创建一个专业发展项目，以支持GT计划的社会和情感课程的整合。这项研究和项目对积极的社会变革具有影响：通过指导寻求将社会和情感课程实施到当前的GT计划中的学校，可以培养学生的行为和学习成果。

著录项

  • 作者

    Phelan, Derek Allen.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Gifted education.;Secondary education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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