Journal of Advanced Academics

Current research provides unique insights into the experiences and context of twice-exceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity.

To provide further generalizability for the results garnered by two previous studies, the authors conducted a methodological replication. In addition to adding to the body of replication research done with gifted students, the purpose of this study was to examine perfectionism differences among gifted adolescents in regards to gender, birth order, and grade level. Gifted adolescents enrolled in a rural middle and high school (N = 96) responded to the Multidimensional Perfectionism Scale. Results revealed differences in regard to birth order, gender, and grade level. These results suggest that more research needs to be conducted to determine the relationship between perfectionism and gender, birth order, and age/grade level. Implications for parents, practitioners, and counselors are discussed.

Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers’ listening orientations, or how teachers listen, is sparse. We investigated five middle school reading teachers’ listening orientations as they conducted differentiated reading conferences as part of their first year implementing the Schoolwide Enrichment Model–Reading Framework (SEM-R). Our qualitative analysis of multiple data sources revealed evidence of differing teacher listening orientations, including evaluative, interpretive, student oriented, teacher oriented, undetermined, and combinations of these. This exploratory study has important implications for understanding how teachers’ listening orientations contribute to classroom discourse. Specific implications pertaining to high-ability readers are highlighted in the article.