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Gendered Practices in the Education of Gifted Girls and Boys
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Kerr, Barbara A.; Vuyk, M. Alexandra; Rea, Chistopher – Psychology in the Schools, 2012
Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten "red-shirting" of boys and the denial of…
Descriptors: Careers, Summer Programs, Gifted, Females
Early School Entrance for Intellectually Superior Children: An Analysis.
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Obrzut, Ann; And Others – Psychology in the Schools, 1984
Presents a four-year follow-up study comparing the performance of intellectually superior children (N=25) admitted early to school and the performance of normal children (N=40) admitted at the regular time. Achievement scores, self-emotional adjustment, and school success (promotion/retention) are discussed. Results revealed nonsignificant…
Descriptors: Academic Achievement, Academically Gifted, Early Admission, Elementary Education
Guidelines for Early Admission to Elementary School.
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Proctor, Theron B.; And Others – Psychology in the Schools, 1988
Describes early admission as the first step in adjusting formal educational programing to meet the educational, social, and emotional needs of intellectually advanced children. Emphasizes the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, advocating that school systems establish early…
Descriptors: Admission Criteria, Children, Cognitive Ability, Early Admission