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| Gifted Child Quarterly | 7 |
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| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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Peer reviewedLando, Bella Z.; Schneider, Barry H. – Gifted Child Quarterly, 1997
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…
Descriptors: Gifted, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping
Peer reviewedVanTassel-Baska, Joyce – Gifted Child Quarterly, 1992
This article focuses on the importance of acceleration and grouping for gifted students in the context of school reform and recommends a set of decision-making guidelines for each issue including flexibility in entrance and exit requirements for courses, opportunities for telescoping and grade skipping, various forms of grouping, and independent…
Descriptors: Academically Gifted, Acceleration (Education), Decision Making, Educational Change
Peer reviewedWright, Paul B.; Leroux, Janice A. – Gifted Child Quarterly, 1997
This study used the Harter Self Perception Profile for Adolescents and an interview technique to study the self- concept of 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high ability students in secondary school. Test results indicated improved self- concepts, and interviews indicated the students…
Descriptors: Academically Gifted, Adolescents, Grouping (Instructional Purposes), Homogeneous Grouping
Peer reviewedJones, Eric D.; Southern, W. Thomas – Gifted Child Quarterly, 1992
Interviews with the coordinators of 37 gifted education programs (20 rural and 17 urban) indicated that rural school districts are less likely to use ability grouping or academic acceleration and are more likely to use sporadic extracurricular activities. An earlier survey of 171 teachers also found fewer program options in rural areas. (DB)
Descriptors: Acceleration (Education), Administrator Attitudes, Delivery Systems, Elementary Secondary Education
Peer reviewedMills, Carol J.; Durden, William G. – Gifted Child Quarterly, 1992
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…
Descriptors: Ability Grouping, Cooperative Learning, Elementary Secondary Education, Gifted
Peer reviewedFeldhusen, John F.; And Others – Gifted Child Quarterly, 1992
This article reviews the literature on grouping and argues for flexible grouping of students according to ability and achievement levels and maintains that grouping gifted students heterogeneously and providing cooperative learning leads to lowered achievement and motivation and poorer attitudes toward school for gifted students. (DB)
Descriptors: Academic Achievement, Academically Gifted, Cooperative Learning, Educational Policy
Peer reviewedBernal, Ernesto M. – Gifted Child Quarterly, 2003
The Growing Giftedness Model for teaching gifted students is presented, which includes the following features: identification that relies entirely on scores and on demonstrated performance; cluster grouping during elementary school and classes dominated by gifted students at the secondary level; acceleration and enrichment; creative expression…
Descriptors: Acceleration (Education), Cluster Grouping, Counseling Services, Creative Expression
