Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

This study gives seventy-three students with hearing loss an opportunity to give their opinion on different educational settings. These students were being educated in either their local school or in a support class in government secondary (Years seven-twelve) schools in New South Wales (Australia). At both the individual and the systemic school…

This study investigated student perceptions of differences in academic and social effects that occur when gifted and talented youth are grouped homogeneously (i.e., in special classes for gifted students) as contrasted with heterogeneously (i.e., in classes with many ability levels represented). Forty-four students in grades 5-11 completed…

Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

Developed to assess congruence of intent and practice (the teacher's ideal and students' perceived real) in instruction of the gifted in the Illinois program, the Class Activities Questionnaire (CAQ) includes 25 forced choice items evaluating cognitive emphasis, classroom conditions, and student attitudes and reactions. Cognitive items were shown…