Akademik Veri Yönetim Sistemi
Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, cilt.54, sa.3, ss.863-890, 2021 (Hakemli Dergi)
The purpose of this study is to infer suggestions to improve the quality of educational services provided to gifted students based on the high-achieving adults’ educational experiences and opinions. High-achieving adults reflected on their school experiences, the problems they faced with and their struggles as students, and they stated their suggestions related to the educational services that should be provided to gifted students. The research data were gathered through phenomenological design. The study group was composed of eight high-achieving individuals from Turkey. The data were gathered through semi-structured interview forms. Content analysis method was used to analyze the data of the study. High-achieving adults stated that they were not provided with the required support and guidance from their administrators, teachers, families, and environments in order to realize their potentials. They suggested that the instruction should be differentiated through the individual needs of gifted students, and varied instructional methods should be used in order to sustain the multi-faceted development of gifted students.
The purpose of this study is to infer suggestions to improve the quality of educational services provided to gifted students based on the high-achieving adults’ educational experiences and opinions. High-achieving adults reflected on their school experiences, the problems they faced with and their struggles as students, and they stated their suggestions related to the educational services that should be provided to gifted students. The research data were gathered through phenomenological design. The study group was composed of eight high-achieving individuals from Turkey. The data were gathered through semi-structured interview forms. Content analysis method was used to analyze the data of the study. High-achieving adults stated that they were not provided with the required support and guidance from their administrators, teachers, families, and environments in order to realize their potentials. They suggested that the instruction should be differentiated through the individual needs of gifted students, and varied instructional methods should be used in order to sustain the multi-faceted development of gifted students.