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Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs
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Cash, Trent N.; Lin, Tzu-Jung – Gifted Child Quarterly, 2022
This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (M[subscript age] = 11.70, SD[subscript age] = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program…
Descriptors: Well Being, Academically Gifted, Gifted Education, Grade 5
The Identity Making of Teachers, Pupil Assistants and the Diagnosed Pupil: Discourses in the Context of Segregated Special Education Units
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Edin, Johan – Emotional & Behavioural Difficulties, 2022
This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and…
Descriptors: Teacher Aides, Attitudes, Teacher Attitudes, Professional Identity
An Exploration of Precursors for At-Risk American Public Schools: The Comparative Behavioral Profiles between Children with and without Disabilities
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Koh, Myung-Sook – Preventing School Failure, 2022
American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and…
Descriptors: Student Behavior, Behavior Problems, Elementary Secondary Education, Students with Disabilities
Specialized Charter Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 5
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Gibson, Patrick; Robles, Ashley – Center for Learner Equity, 2021
This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 U.S. Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on specialized charter…
Descriptors: Students with Disabilities, Charter Schools, Traditional Schools, Student Experience