Abstract:

The author presents results of triangulated qualitative and quantitative research concerning institutional and individual support for gifted students' development in Polish schools. The research study was conducted in three stages: case studies of schools, a survey of teachers’ perceptions and educational biographies transcribed from interviews of gifted and talented students. In this research educational support of development of the gifted student was understood as exerting intentional and unintentional influence, through teaching activities that enhance their abilities and results. These activities promote factors that both stimulate and facilitate this development as well as suppressing those factors that threaten its development.

The following areas of support of gifted students' development were distinguished:
1. Institutional planned and implemented educational support specifically for gifted students' development;
2. Educational activities of teachers and school counsellors;
3. Activities in the family environment to stimulate the development of a child's abilities;
4. Extracurricular activities undertaken by students to support the development of their abilities and character;
5. Individual social and psychological experiences, planned and unplanned, in school in that supported their development
6. Students' personal actions associated with self-improvement and developing their abilities.

Conclusions are presented in the form of a model of educational support of gifted students' development and recommendations concerning the planning and implementation of this support are proposed.

Keywords:

Education of the gifted, supporting gifted pupils' development, triangulated research.