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Gifted Education Structures in Elementary Schools and Their Connections to Program Focus
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Siegle, Del; Puryear, Jeb S.; Estepar-Garcia, William; Callahan, Carolyn M.; Gubbins, E. Jean; McCoach, D. Betsy; Mun, Rachel U.; Amspaugh, Christina M. – AERA Online Paper Repository, 2017
Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships…
Descriptors: Academically Gifted, Elementary Education, Educational Methods, Special Classes
A Comparison of Self-Contained and Resource Room Programs by Per Capita Expenditures, Student Achievement, and District Size in South Carolina.
DeWitt, Dorinda D.; Wieters, Wade C. – 1978
The study compared two special education models, resource and self-contained, to investigate the effects of delivery systems on academic achievement of 170 educable mentally handicapped (EMH) students (8 to 12 years old) and to determine which of the two models is more cost effective. There was a significant effect of educational setting on the…
Descriptors: Academic Achievement, Cost Effectiveness, Educational Methods, Elementary Education
Teaching Structures and Tasks in Reading Instruction for Students with Mild Handicaps.
Ysseldyke, James E.; And Others – Learning Disabilities Research, 1989
Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…
Descriptors: Educational Methods, Elementary Education, Emotional Disturbances, Grouping (Instructional Purposes)
Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia.
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Cornell, Dewey G.; And Others – Journal for the Education of the Gifted, 1992
First-year data from a longitudinal investigation of over 1,100 children receiving different types of gifted services or regular instruction indicated significant differences in achievement levels, self-concepts, and teacher ratings of students selected for different services, with achievement fostered by special school and class options and…
Descriptors: Academic Achievement, Academically Gifted, Delivery Systems, Educational Methods
The Social Construction of Ability and Disability: II. Optimal and At-Risk Lessons in a Bilingual Special Education Classroom.
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
Bilingual students' language and literacy skills were compared across three classroom events (varying in degree of formality) in a special classroom for students with language learning disabilities. Results showed that certain contextual features (usually holistic-constructivist in nature) were associated with enhanced student performance, whereas…
Descriptors: Bilingual Education, Bilingual Students, Communication Skills, Constructivism (Learning)
The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language.
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Lopez-Reyna, Norma A. – Learning Disabilities Research and Practice, 1996
This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…
Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles