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Social Competencies and Difficulties of Gifted Children Compared to Nongifted Peers
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Shechtman, Zipora; Silektor, Anat – Roeper Review, 2012
This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…
Descriptors: Academically Gifted, Foreign Countries, Empathy, Interpersonal Competence
Perceived Competence, Social Adjustment and Peer Relations of Intellectually Gifted Children in Segregated versus Regular-Classroom Settings.
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Bourque, Joanne; Li, Anita K. F. – Canadian Journal of Special Education, 1987
Sixty gifted students (ages 9-11) were studied to identify differences in perceived competence, social adjustment, and peer relations between those in regular classrooms and those in segregated settings. Regular-classroom subjects reported greater perceived cognitive competence while segregated subjects were rated more positively by their teachers…
Descriptors: Cognitive Ability, Elementary Education, Gifted, Interpersonal Competence
Instructional Practices of Teachers in General Education Classrooms & Gifted Resource Rooms: Development and Validation of the Instructional Practice Questionnaire
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Hong, Eunsook; Greene, Mary T.; Higgins, Kyle – Gifted Child Quarterly, 2006
An instrument to measure teachers' instructional practices, the Instructional Practice Questionnaire, was developed and validated in three phases. The questionnaires focused on three domains of instructional practices: cognitive, interpersonal, and interpersonal. First, an initial questionnaire was developed for a pilot study, and data were…
Descriptors: Teaching Methods, Questionnaires, Resource Room Programs, Regular and Special Education Relationship
Evaluating the Consequences of Participating in a Gifted Pullout Program.
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Carter, Kyle R. – Journal for the Education of the Gifted, 1986
The social/emotional impact of a gifted pullout program (grades 3-5) on participants (N=301) was evaluated through surveys administered to gifted and non-gifted students, staff, and parents. Elitism, social interactions, and peer/teacher expectations were examined. Results suggested either a neutral or supportive effect on program participants.…
Descriptors: Administrator Attitudes, Elementary Education, Emotional Development, Gifted