Dissertation
A phenomenological investigation into the perspectives of home schooled gifted children and their families
Doctor of Philosophy (Ph.D.), Drexel University
May 2013
DOI:
https://doi.org/10.17918/etd-4221
Abstract
There is a lack of understanding about the experiences and perceptions of home schooled gifted children and their families. Parents of gifted children increasingly express concern about the education of high ability students in Americas public schools. Many of these parents are exploring alternatives for meeting their childrens unique learning needs. This phenomenological study explored the experiences and perspectives of nine Pennsylvania families who home school gifted children. Data were collected from the parents and children in individual home schooling households. In-depth interviews provided the primary data for analysis, supported by archived data, observations and field notes. Participants were identified through Pennsylvania gifted and home schooling networks. Transcripts of the interviews with the home schooled students and their parents, along with field notes and artifacts, were analyzed. The findings are reported using verbatim quotes from the participants, textural descriptions, and a chart depicting the common themes that emerged from the study. The complex factors that impacted the lived experiences of the home schooled gifted children and their families in this study included the parents educational experiences, their initial perspectives regarding home schooling, dealing with giftedness, their frustrations with the school districts, their exploration of alternative educational options, their selection of curriculum and resources, the childrens interactions with other similar learners, the home schooling environment, and the approach to home schooling. The findings from this study may help those involved in public education to more effectively work with parents of gifted children by being aware of the following: gifted students need an appropriate curriculum; their asynchronous development can exacerbate the lack of fit between the child and the learning environment; gifted services need to address the whole child; educators should be trained in gifted education; districts should appropriately implement the GIEP; gifted children benefit from leveled courses, flexible grouping, and accelerated pacing; districts should develop formal acceleration policies; administrators should develop written policies outlining the process of handling home schooling portfolios and matriculation of home schooling students; and districts should provide greater access to district resources. Ideas for future research along with a personal closing from the researcher conclude the study.
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Details
- Title
- A phenomenological investigation into the perspectives of home schooled gifted children and their families
- Creators
- Charlton Wolfgang - DU
- Contributors
- Sheila R. Vaidya (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 4221; 991014632928504721