In this commentary on "Does Sorting Students Improve Scores? An Analysis of Class Composition" (Collins and Gan 2013), the author discusses the findings in Collins and Gan's study on grouping to provide appropriate-level instruction to promote students' academic growth. This commentary critiques the credibility and validity of the…

Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various…

This article examines recent trends and the literature on grouping with emphasis on possible negative effects of heterogeneous grouping on gifted students. Guidelines from three recent publications all supporting some level of grouping are listed. (DB)

A study observed 32 eighth-grade students, divided according to their educational program placements, working on various tasks in either homogeneous or heterogeneous ability groups. Homogeneously congregated, gifted children exchanged constructive types of knowledge and prosocial feedback significantly more often than other homogeneous groups or…

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 explores similarities in the educational philosophies and goals of middle education and gifted education, notes the concerns raised by educators of the gifted, and describes various service delivery options for gifted students within the middle school format including pullout variations, advanced classes, cluster grouping, mentor…

Discusses mental retardation and giftedness, stressing the importance of individual differences in the differential design of educational strategies and the application of approaches developed with special populations to normally developing children. Current social inequalities affect both fields in particular ways. Numerous research agendas can…

Identifies administrative implications of preliminary findings from a Canadian longitudinal study comparing performance and attitudes of homogeneously and heterogeneously grouped gifted fifth graders. Although no statistically significant differences were found at the beginning of fifth grade, by year's end, five statistically significant…

This book critically examines gifted education in America as a demonstration of meritocracy and elitism in education. It is contended that, by creating and funding gifted programs, schools engage in a form of "educational triage", providing high quality education to an elite minority. The book addresses questions concerning the…

An introductory editorial essay on responding differently to student differences, the theme of this issue of "Educational Leadership." Addresses problems arising from discrimination and tracking, and cites articles that show how dissimilar students can work together. (TE)

This article presents a meta-analysis of studies of the effects of special homogeneous classes versus regular heterogeneous classes on achievement and nonachievement outcomes of gifted students. The principal findings indicate that the gifted students in special classes achieved more than their gifted counterparts in regular classes. (Author/IAH)

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…

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…