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)

To deliver challenging, high-level, fast-paced instruction in public schools, the gifted and talented must be grouped together for at least those subjects in which they are talented and need differentiated instruction. Arguments that less able youth suffer in the absence of gifted students are flawed. (MSE)

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 small-town school corporation developed self-contained, full-time gifted classes for its elementary school students. This article describes program administration, acceleration and enrichment activities, staffing, and efforts to expand the benefits of the program to others. (JDD)

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…

This article discusses arguments for and against ability grouping as reflected in the literature and research work. Such tracking problems as segregation, stigma, and elitism are discussed, as are between-class vs. within-class grouping strategies and specifically designed programs for the gifted. (PB)