Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academically Gifted | 1 |
| Elementary School Students | 1 |
| Females | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grounded Theory | 1 |
| High School Seniors | 1 |
| Identification (Psychology) | 1 |
| Interviews | 1 |
| Middle School Students | 1 |
| More ▼ | |
Source
| Qualitative Report | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 12 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| High Schools | 1 |
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkPepperell, Jennifer L.; Rubel, Deborah J. – Qualitative Report, 2009
This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to…
Descriptors: Grounded Theory, Academically Gifted, Females, Grade 7
