Talented students in an exemplary career and technical education school: A qualitative inquiry

Marcia Gentry*, Hu Saiying Hu, Scott J. Peters, Mary Rizza

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


Outstanding talents exist in all areas of human endeavor, yet little information exists concerning gifted and talented students in career and technical education (CTE) settings. This qualitative study investigated an exemplary CTE center and the experiences of the rural secondary students who were identified as talented in this setting. Four themes emerged and paralleled suggested practices in gifted education: individualization, student-centered meaningful choices, instructors as developers of talent, and participation in career and technical student organizations. Results offer methods that secondary educators can use to recognize and identify talented CTE students and engage them in challenging, meaningful learning. Findings of positive experiences of talented students in this setting led to the conclusions that CTE programs should be included as part of the continuum of services for gifted and talented youth and that CTE programs should identify, recognize, and serve gifted and talented students.

Original languageEnglish (US)
Pages (from-to)183-198
Number of pages16
JournalGifted Child Quarterly
Issue number3
StatePublished - Jul 1 2008


  • Career and technical education
  • Gifted
  • Programming
  • Qualitative
  • Secondary education
  • Service delivery
  • Special programs
  • Talented
  • Underserved gifted

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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