Work

Examining Disengagement and Fostering Creativity: A Relational Perspective on High-Ability Students in Formal Education

Year: 2024

Type: article

Abstract: Disengagement by high-ability students from general educational programs has traditionally been examined from a student-centered perspective. This article examines this phenomenon through a relational lens. It focuses on understanding the interactions of these students with the classroom culture and the consequent impact on their creativity. The range of student interactions implicated in creative activity in classroom culture are analyzed using the Five A’s framework. This framework combines psychological and socio-cultural paradigms. It is used to analyze the characteristics of engaged and disengaged high-ability students and to identify strategies that support student engagement and creativity in formal education. The analysis shows the limitations of formal education in catering to students who are unable to show their knowledge in culturally acceptable ways. It provides insights for educators and policymakers to better understand and support the learning profiles of high-ability students in formal education.

Source: Gifted Child Today

DOI: 10.1177/10762175241259819

Authors: Dave Camilleri, John Munro, Vlad Petre Glăveanu

Institutions: The University of Melbourne, Australian Catholic University, Dublin City University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,200