A rationale is offered for the implementation of full-time programing for gifted students, arguing that scheduling less time does not maximize their potential. Florida programs for the gifted are noted, and suggestions are offered for school district officials who wish to implement similar full-time gifted programs. (JDD)

This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…

A review of the literature on best practices, both instructional and curricular, that may lead to increased achievement among gifted students, found that flexible ability grouping, combined with appropriate curricular revision or differentiation, may result in substantial achievement gains both for average and high ability learners. (Contains…

This reprint of a previously published article describes a study that examined the relationship of six commonly held myths regarding ability grouping to educators' efforts to provide the best instructional programs for all students. The article is preceded by a commentary stressing the need for appropriate services. (Contains references.) (CR)

A commentary precedes this previously published article that presents different perspectives on the inclusion of gifted students in the heterogeneously grouped classroom. A professor advocates homogeneous ability grouping, a teacher explains how inclusion can be impractical, and a parent describes the benefits of appropriate placement. (Contains 3…

A commentary precedes this previously published article that uses case studies of two highly gifted preschool students to illustrate potential pitfalls in program planning. Three key components (assessment, flexible scheduling, and counseling) are stressed as critical to the success of any gifted program. (Contains references.) (CR)

A commentary precedes this previously published study that indicates fifth-grade and eighth-grade students in homogeneous classes perceived that their teachers held higher expectations of them than did students who were heterogeneously grouped. The statistical methods used in the study are explained, along with key findings. (Contains references.)…