Robert A. Schultz

Illuminating Realities: A Phenomenological View from Two Underachieving Gifted Learners.

Underachievement in gifted students has been researched since the 1940s, when Terman and Oden (1947) identified underachieving students in their longitudinal study. Most of this research focused on quantitative approaches aimed at fixing the learner, yet provided little insight into means of alleviating the phenomenon. Underachievement remains a complex phenomenon in need of additional research to gain an understanding of the many variables interacting in any particular setting. This study explored experiences of adolescent high school students using a phenomenological case study approach highlighting their perceptions, expectations, and experiences as learners. Kate and Shawn (serving as examples from the data set) provide a glimpse of the complexities (both theoretical and practical) involved in ability and achievement, and how schools are underachieving them; rather than how they and their peers are underachieving in schools.

Understanding Giftedness and Underachievement: At the Edge of Possibility.

Although many ways of doing research exist in education, mulch of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research Conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes.

A Lack of Awareness and Emphasis in Preservice Teacher Training Preconceived Beliefs About the Gifted and Talented

Gifted and talented (GT) learners in most classroom settings endure unchallenging curriculum, a slow pace of instruction, and a state of ignorance by many of their general education teachers. The authors wanted to know how in-service teachers, preservice teacher candidates, and preservice education students viewed GT learners. The authors also wanted to know how their respondents felt about teacher training specific to the nature and needs of GT learners. Information was gathered via pre/postcourse questionnaires to describe existing beliefs and assumptions that individuals in various phases of teacher development held regarding GT learners. Findings suggest that the preconceived beliefs held by individuals about GT learners guide the willingness and approaches used to teach children more so than specific training in the nature/needs of learners.

School, curriculum, and the good life: Knowing the self

This article describes an action plan that is helpful for all students and adults to promote development of their Selves—their inner voices. But, what does it matter or mean for a gifted learner to develop the Self in a controlled environment called school? This question cuts to the heart of ones meaning for the Good Life and leads down a path of self‐reflection and meaning‐making. Regardless of the pedagogical style or methodology used in a classroom, there are a core set of standards, or precepts, that should be addressed if learning is to occur. These Guiding Precepts and the process of Deliberative Artistry are presented to provide: direction as viable means to engage everyone in the learning process; recognition of the individuals responsibility to take charge of their learning; and, an especially appropriate guide to put gifted students onto the path to Self discovery.

The Need for Research Replication: An Example from Studies on Perfectionism and Gifted Early Adolescents

Replication studies are essential with any construct of interest in order to provide further depth and understanding. This study replicated Siegle and Schulers (2000) perfectionism study with gifted early adolescents. Perfectionism differences among grade level, birth order, and gender were explored using a between-subjects factorial MANOVA. Similar to the previous study, we found that the FMPS is an appropriate measure of perfectionism in gifted adolescents (grades 6–8) and that females have greater concern over Organization than males. However, there were many differences in our results compared to the previous study, highlighting the continued need to study and replicate existing work before generalizations can be made about gifted early adolescents.

Philosophical Sense: An Ampliative Twist in Gifted Education.

Philosophy has not been widely recognized as a means of approaching theory development in gifted education. This article provides an historical overview of the foundations of philosophy related to the field, as well as a structural means of developing philosophical sense for exploring the Natures of knowing, being, and values and valuing through sensitivities of social, political and economic factors of life. The goal is to explore issues beyond the psychologized (developed from theory but not sufficient for reality) manner prevalent within the field. A dichotomy (talent development vs. giftedness) is used as an example of how philosophical sense can structurally organize exploration of controversial issues, enabling scholarly work and adding varied viewpoints to understanding rather than fractionalizing focus into theoretical camps incessantly promoting prized viewpoints at the expense of divergent opinions (and evidence).

Examining the Effects of Block Scheduling on Gifted and Talented Students.

In a typical public high school, students attend each class daily, for 40–50 minutes. Under pressure to react to perceived poor student achievement, schools are exploring alternate appropriations of instructional time (block scheduling) that extend instructional contact to a range of 90–180 minutes per class. What may be the effects of block scheduling on gifted and talented learners? The Purpose of Block Scheduling

Paradigm thinking: passionate hopefulness and more than 20 cents of effort

In their introduction to the idea of a systems approach to understanding talent and giftedness, Ziegler and Phillipson broach the larger issue of the positivistic or mechanistic mindset to knowing and understanding that pervades much of what is called educational research. This worthy tactic brings to light the need to move away from the status quo of accepted research approaches toward something a bit different. No argument from me on this point. Yet, as interested as I was in seeing what the authors had to say about their developing systemic approach to giftedness; it became readily apparent they were caught in the bind of positivism and began detailing parts of their actiotope theory that lead to the whole. Hmm. Isn’t this the same Descartian model that Ziegler and Phillipson rail against? To be sure, the authors strain to explain how their actiotope model is a systems theory – but to no avail in my mind. The article needs a stronger accounting of systems theory and the biologic (rather it should be ecologic) philosophical view (see Bertalanffy, 1969; Bronfenbrenner, 1992). I do feel Ziegler and Phillipson begin a complicated conversation (Rorty, 1979) that might lead to a more ecologic view of giftedness and talent development; but, the approach is not paradigmatic in any of the myriad ways Kuhn (1970) defined the term. For instance, the discussion about the subjective action space of the actiotope model honors the choices individuals have in their development (both witting and unwitting). I feel this construct makes space for discussion and focus on the developing Self of the individual as a contributing factor to development (Csikszentmihalyi, 1994; Roeper, 1990, 1995, 2007; Schultz & Delisle, 1997). This is hardly paradigmatic in scope, yet important to gaining broader awareness about development, motivation, wisdom and the like. As a curricularist and philosopher of (worrier about) education, my professional life is constant interrogation of what is and what should (or could) be. I share the frustration that Ziegler and Phillipson have about the contradictions evident in gifted child education. We (as a field) focus too much on identification and not enough on the needs of the gifted. We argue to “hold the line” on funding, services

Recognizing the Outliers: Behaviors and Tendencies of the Profoundly Gifted Learner in Mixed-Ability Classrooms

This article focuses on (a) distinctions between the profoundly gifted individual and others, and (b) a chart describing tendencies and/or behaviors associated with the profoundly gifted student in common, mixed-ability educational settings. The intent is to provide educators, parents, and policymakers with preliminary awareness about the unique behaviors and tendencies of the profoundly gifted learner in heterogeneous educational settings. Learners with measured IQ scores greater than 3 SD units above the mean are a statistical rarity—outliers—in most educational settings. The current inability of most educators to identify and even minimally address needs leaves these students anxious, frustrated, and otherwise unable to reach their intellectual capacity in the majority of school settings across the country. Focused research and careful attention to the nature and needs of these individuals throughout their lives can contribute substantially to our developing understanding.

Somewhere through Time: A Discussion with George and Annemarie Roeper.

The following discussion occurs in a fanciful manner, guided by questions “asked” and responses “given” seemingly in one sitting. However, this is a façade. All responses are direct quotations from the published scholarly writings and unpublished archives of George and Annemarie Roeper. This is a conversation taking place somewhere in time, prompted by my wanting to honor the Roepers in this celebratory journal by sharing some of their most poignant and insightful thoughts about City and Country School (The Roeper School) and their lives in service of the students, families, staff, and faculty who work there. As a qualitative researcher, I am critically aware that voice and tenor can be manipulated—either wittingly or unwittingly—when sharing vignettes representing partial components of broader dialogue. Snippets become decontextualized; inferences are read into a comment; and readers interpret text using their lived experience, in the context of the times—current times. I guard against claims of manipulation by providing citations and references. You are encouraged to seek these out to verify the communicated intent and the broader context of the dialogue. I rarely alter any of the textual citations and, if this is done, appropriate literary tools are used (e.g., brackets and ellipses). For the intrigued, a visit to the City and Country School (the Roeper School) Archives is a must. Only there can the interested individual or sophisticated scholar obtain awareness of the breadth and depth of the Roepers’ development and growth along with their school. You can lose yourself in “the attic” for hours and hours, marveling over the richness and bounty that exists there. All of the responses to guiding questions cross expanses of time—and should be recognized as culturally and socially bound to the period from which they were compiled and/or written. Realize that the voices you hear are those of George and Annemarie at various points in their lives. Realize that the societal events that were occurring when the comments you read were made. And marvel at the forward thinking the Roepers display in their discussions, writings, and presentations. They were pioneers with great foresight grounded by a strong belief in human beings.