Challenge or boredom? Gifted students’ views on their schooling

摘要: Eight hundred seventy‐one academically gifted students from nine school districts in North Carolina were asked whether the classes they taking challenged them and their schools’ climate programs appropriate meeting needs. The generally agreed that special Academically Gifted mathematics them, but only about half of reported a similar satisfaction with Science, Language Arts, Social Studies classes. Consistent themes stated by curriculum's lack challenge included slow pace, too much repetition already mastered information, inability to move on after mastering regular curriculum, few opportunities study topics personal interest, an emphasis mastery facts rather than use thinking skills. Current policies exclusive heterogeneous grouping at Middle School level may have impacted particular dissatisfaction this group. Recommendations inc...