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Abstract

According to research, the academically gifted child may not have his/her educational needs met in a classroom with his/her age mates. This study was an investigation of the impact of mentorship on academically gifted students in an attempt to adjust curriculum to reflect what the identified gifted child i s ready to learn. There is little theoretically-based research on the impact of mentorship on children with advanced academic capabilities. It was hypothesized that academically gifted students who received individualized instruction from a mentor would show positive changes i n motivation and that this teaching approach would further enhance their academic proficiency. Learning satisfaction would also be a result of participation in a mentorship program. A multi-case study methodology was employed, including four identified gifted students. Replication of results across cases illustrates an overall improvement in academic competency and motivation. The children involved learned a great deal, evolved as motivated students and had a noticeable sense of satisfaction from participating in the program. Conclusions justify the need for curriculum modification for academically advanced children.