Talented Students in an Exemplary Career and Technical Education School

Abstract

Outstanding talents exist in all areas of human endeavor, yet little information exists concerning gifted and talented students in career and technical education (CTE) settings. This qualitative study investigated an exemplary CTE center and the experiences of the rural secondary students who were identified as talented in this setting. Four themes emerged and paralleled suggested practices in gifted education: individualization, student-centered meaningful choices, instructors as developers of talent, and participation in career and technical student organizations. Results offer methods that secondary educators can use to recognize and identify talented CTE students and engage them in challenging, meaningful learning. Findings of positive experiences of talented students in this setting led to the conclusions that CTE programs should be included as part of the continuum of services for gifted and talented youth and that CTE programs should identify, recognize, and serve gifted and talented students. Putting the Research to Use: With the current U.S. Department of Education's definition of gifted and talented including all areas of human endeavor, career and technical education areas need to be included among programming options for gifted and talented students. The results of this study indicate that not all students with gifts or talents have skills in the traditional academic areas. Some prefer applied content areas taught in hands-on, student-centered classrooms, such as those found in the career and technical education center described in this study. Teachers of traditional academic subjects can use this research to engage their students in meaningful learning by providing them with choices, encouraging their self-direction, and presenting content in a relevant manner. This study also reinforces the value that students place on teachers who care about and connect with them on personal levels.