Critical Review of a Research Article
Manchester University
MEd Educational Psychology
Student Registration Number: 440880
MD699 Research Issues in Psychology
Critical Review of a Research Article
Pupils who exhibit gifted characteristics along with another disability are referred to as twice-exceptional students' (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyses the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioural disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew's community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviours.
The features of the research design were straightforward and simple: a qualitative analysis with one participant; a structured interview, recorded then later transcribed and analysed to produce 3 themes; a conclusion which produced findings of Andrew's experiences as a twice-exceptional student. It is the appropriateness of the methods that were used in this study which will inform my first critique of this article. I will then move on to discuss the data which was collected, before finally examining how effective the conclusion is.
Morrison and Omdal chose to include only one participant in their study, which compares quite significantly to the research of others in similar areas that have included a greater number of participants (Gross, 1994; Sankar-DeLeeuw, 2004; Howe et al, 1998). This particular participant, named under the pseudonym of Andrew, was 22 years of age when he consented to partake in the research. A brief description of his formidable successes both academic and socially, pointed out that he was currently employed as a permanent substitute teacher' (p.2). The reader is immediately drawn to a young man who has accomplished
MEd Educational Psychology
Student Registration Number: 440880
MD699 Research Issues in Psychology
Critical Review of a Research Article
Pupils who exhibit gifted characteristics along with another disability are referred to as twice-exceptional students' (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyses the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioural disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew's community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviours.
The features of the research design were straightforward and simple: a qualitative analysis with one participant; a structured interview, recorded then later transcribed and analysed to produce 3 themes; a conclusion which produced findings of Andrew's experiences as a twice-exceptional student. It is the appropriateness of the methods that were used in this study which will inform my first critique of this article. I will then move on to discuss the data which was collected, before finally examining how effective the conclusion is.
Morrison and Omdal chose to include only one participant in their study, which compares quite significantly to the research of others in similar areas that have included a greater number of participants (Gross, 1994; Sankar-DeLeeuw, 2004; Howe et al, 1998). This particular participant, named under the pseudonym of Andrew, was 22 years of age when he consented to partake in the research. A brief description of his formidable successes both academic and socially, pointed out that he was currently employed as a permanent substitute teacher' (p.2). The reader is immediately drawn to a young man who has accomplished
Bibliography: Ablard, K. E (1997) Self-perceptions and needs as a function of type of academic ability and gender. Roeper Review, v20 n2 p110(6). Cohen, L, Manion, L & Morrison, K (2000) Research Methods in Education, Routledge, London. Cullinan, D Gross, M. U. M (1994) Factors in the social adjustment and social acceptability of extremely gifted children, http://www.sengifted.org/articles_social/Gross_FactorsInTheSocialAdjustment.shtml Howe, J Lovecky, D. V. (1992) Exploring social and emotional aspects of giftedness in children, Roeper Review, 15(1) 18-25. Porter, L (1999) Gifted Young Children – A guide for teachers and parents Open University Press, Buckingham Sankar-DeLeeuw, N (2004) Case studies of gifted kindergarten children: profiles of promise Schuler, P.A. (2003) Gifted kids at risk: Who 's listening?, http://www.sengifted.org/articles_social/Schuler_GiftedKidsAtRiskWhosListening.shtml Teacher 's Training Agency – 20/01/05 http://www.teach.gov.uk/php/read.php?sectionid=218&articleid=1487