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Direct linkMissett, Tracy C.; Brunner, Marguerite M.; Callahan, Carolyn M.; Moon, Tonya R.; Azano, Amy Price – Journal for the Education of the Gifted, 2014
Few academic interventions for gifted students have generated more empirical support than acceleration and ability grouping, and formative assessment is advocated as a tool that educators can use to appropriately integrate accelerative practices and ability grouping into the classroom. However, the empirical support for accelerative practices,…
Descriptors: Teacher Attitudes, Best Practices, Gifted, Ability Grouping
