Learning styles and classroom preferences of academically gifted 8th graders and above-average 8th graders who have not been identified as gifted: A qualitative study

The purpose of this qualitative study was to explore the learning styles and classroom preferences of academically gifted eighth-graders and above-average eighth-graders not identified as gifted. Twenty-three gifted eighth-grade students and eleven above-average students were interviewed individually. The central phenomenon that emerged was that a classroom teacher\u27s personality, competence, creativity, and concern for students are key to how gifted students\u27 experience learning. Other key themes, as well as a comparison of the preferences of gifted and above-average students, are presented. Implications of the study and directions for future research are also discussed