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Conducting Collaborative Qualitative Analysis Remotely
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Sauder, Adrienne E.; Gilson, Cindy M. – Gifted Child Quarterly, 2023
There is a growing body of literature around digital research, specifically regarding data collection and how to pivot research designs to be more conducive to online and virtual research, but little in the way of how to analyze data remotely. In this article, we share firsthand experiences from a qualitative study utilizing Google apps, Zoom, and…
Descriptors: Academically Gifted, Gifted Education, Qualitative Research, Data Collection
A Comparison of Perceptions of Barriers to Academic Success among High-Ability Students from High- and Low-Income Groups: Exposing Poverty of a Different Kind
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Cross, Jennifer Riedl; Frazier, Andrea Dawn; Kim, Mihyeon; Cross, Tracy L. – Gifted Child Quarterly, 2018
In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: "Constraining Environments, Integration versus Isolation," and…
Descriptors: Comparative Analysis, Secondary School Students, Student Attitudes, Barriers
Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM
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Jen, Enyi; Moon, Sidney M. – Gifted Child Quarterly, 2015
This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school's gifted program…
Descriptors: Qualitative Research, Self Contained Classrooms, High School Students, Academically Gifted
Cope and Grow: A Grounded Theory Approach to Early College Entrants' Lived Experiences and Changes in a STEM Program
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Dai, David Yun; Steenbergen-Hu, Saiying; Zhou, Yehan – Gifted Child Quarterly, 2015
In this grounded theory qualitative study, we interviewed 34 graduates from one cohort of 51 students from a prestigious early college entrance program in China. Based on the interview data, we identified distinct convergent and divergent patterns of lived experiences and changes. We found several dominant themes, including peers' mutual…
Descriptors: Grounded Theory, Qualitative Research, College Graduates, Student Experience