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143 and Above: An Investigation of Academic Solutions for Gifted Students

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  • Philippe Mouillot

    (CEREGE [Poitiers, La Rochelle] - Centre de recherche en gestion [EA 1722] - IAE Poitiers - Institut d'Administration des Entreprises (IAE) - Poitiers - UP - Université de Poitiers = University of Poitiers - UP - Université de Poitiers = University of Poitiers - ULR - La Rochelle Université)

Abstract

Beyond the traditional challenge of higher education originally highlighted by Binet more than a century ago, which consists in limiting low student performance, there is a second one, less common, which aims at improving the learning experience of abnormally intelligent students, scoring above the Mensa 143 admission threshold. The latter are both gifted and weak: gifted in terms of intellectual capabilities, and weak in terms of complex relationships and societal fragility. The objective of this article is then to investigate the case of gifted students in order to improvetheir teaching and learning environments. Beside a presentation of problem-based issues, this article also introduces the concept of intelligence and highlights gifted characteristics and traits.

Suggested Citation

  • Philippe Mouillot, 2014. "143 and Above: An Investigation of Academic Solutions for Gifted Students," Post-Print hal-04035759, HAL.
    • Handle: RePEc:hal:journl:hal-04035759
    Note: View the original document on HAL open archive server: https://hal.science/hal-04035759
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    References listed on IDEAS

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    1. Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 121(4), pages 1437-1472.
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