Learning and Classroom Preferences of Gifted Eighth Graders

Abstract

The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and reflected sensitivities associated with giftedness. Fundamental to their learning experience was the classroom teacher’s personality, competence, accessibility, and concern for students. Among contributions to the literature are perspectives that gifted youth at this age appreciate being able to hear varied perspectives in groups, their learning preferences are domain-specific, their sensitivities seem to affect classroom preferences and homework needs, they are concerned about public error, and they do not necessarily want teachers to know about their personal lives.