This collection of articles is intended to demonstrate that there is solid research to justify both ability grouping and cooperative learning with gifted students and that each approach should be used judiciously to address particular student needs. Introductory material describes the philosophy and program policy of the Center for Talented Youth…

This article addresses six myths often used to oppose ability grouping of gifted students. These concern distinctions between tracking and ability grouping; ability grouping and elitism; discrimination against racial and minority groups; gifted students' supposed lack of special needs; the effectiveness of cooperative learning for all students;…

The following strategies are presented for creating conditions in which gifted students consistently move forward academically: curriculum compacting and differentiating for gifted students in heterogeneous classes; pre-testing content; and allowing gifted students to be grouped together to work on alternative tasks during cooperative learning…

This article describes cooperative-learning models, discusses adaptation of cooperative learning for gifted students, and outlines an appropriate curriculum for gifted students. The paper concludes that activities that allow gifted students to share knowledge and improve interaction skills are appropriate for heterogeneous groups, whereas…

This article reviews the literature on cooperative learning and ability grouping for gifted students and concludes that grouping, in and of itself, does not affect achievement and that grouping decisions need to be based on educational choices according to students' individual needs. Schools are encouraged to provide both ability grouping and…

This brief bulletin addresses seven "myths" of tracking or ability grouping with gifted students in response to what is seen as a current movement against both ability grouping and tracking, which are characterized by the "anti-tracking" movement as inflexible and unaccommodating of a varied schedule. The following myths are countered: (1)…

This article makes a case for special classes for gifted students and answers objections to special classes raised by the middle school movement and the cooperative learning movement. A sample "Celebration of Me" unit taught to gifted seventh graders which involved poetry, literature, personal development, art, music, and physical fitness is…

This paper addresses the controversy regarding the use of cooperative learning with gifted elementary students, by means of participant observation methodology. The study had three segments: (1) observation of fourth through sixth grade gifted students working in cooperative groups at a pullout site; (2) interviews with students to assess student…

A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted…

This book is designed to assist teachers in meeting the needs of gifted elementary students in general education classrooms. Each chapter presents a particular teaching/management strategy. The strategies in chapters 1-3 are designed to be used with subject areas that lend themselves to pretesting because it is likely that some gifted students…

This booklet addresses current research on the needs of gifted students and the relationship of these needs to the philosophy and intent of some of the major trends in educational reform and restructuring. Eight major reform trends are examined in terms of definitions, philosophy, key elements of the literature, examples of practical applications,…