Date of Award

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this qualitative case study was to examine effective programming specifically designed to meet the affective needs of high-ability students. One over-arching question guided this study: How are school personnel most successfully meeting the affective needs of high-ability learners? These two sub-questions probed into the details of programming: What is the cognitive or developmental framework the district uses to support social-emotional development of high-ability learners? What are the elements and practices of the school program that have positively impacted high-ability leaners by meeting their social and emotional needs? An expert in high-ability education shared a list of school districts who had established effective programs for meeting the affective needs of high-ability students. Three school districts from the list participated in this study. Site visits to each district included interviews with two staff members who worked directly with high-ability students. The study provided insight into shared and distinct beliefs, practices, and programming among the three school districts. Three common themes emerged across the participants in this research. The themes include: 1. Districts which are meeting the affective needs of their high-ability students have established comprehensive programs to meet the affective needs of all students. 2. Districts which are meeting the affective needs of their high-ability students have identified and teach students through the specific framework of growth mindset. 3. Districts which are meeting the affective needs of their high-ability students build shared understanding and provide learning opportunities for teachers, student, and families. Recommendations for programming and practices for school districts are included in Chapter 5. This study adds to the existing research by providing insights and knowledge for how to meet the social-emotional needs of high-ability learners.

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