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Jones, Brady K. – Teachers College Record, 2018
Background: Creating greater stability in the teacher labor force and improving teacher quality is an important education policy priority in the United States. While there is a robust literature on the external, environmental reasons teachers stay in or leave the occupation, little is known about the role internal, person-level factors play in…
Descriptors: Personality Traits, Teacher Characteristics, Teacher Persistence, Gifted
Meadows, Jodi J. – ProQuest LLC, 2017
Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high…
Descriptors: Academically Gifted, High School Graduates, College Bound Students, College Freshmen
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