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| Roeper Review | 3 |
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| Elmore, Randy F. | 1 |
| Fiedler, Ellen D. | 1 |
| Lange, Richard E. | 1 |
| Rogers, Karen B. | 1 |
| Winebrenner, Susan | 1 |
| Zenus, Valerie | 1 |
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| Journal Articles | 3 |
| Information Analyses | 2 |
| Reports - Research | 2 |
| Opinion Papers | 1 |
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Peer reviewedRogers, Karen B. – Roeper Review, 2002
A commentary precedes this reprint of a study that investigated the academic, psychological, and socialization effects of ability grouping on gifted learners. Conclusions drawn from 13 research syntheses supported sustained periods of instruction in like-ability groups for gifted students. The commentary discusses the research findings and…
Descriptors: Ability Grouping, Academic Achievement, Classroom Techniques, Elementary Secondary Education
Peer reviewedFiedler, Ellen D.; Lange, Richard E.; Winebrenner, Susan – Roeper Review, 2002
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)
Descriptors: Ability Grouping, Academic Achievement, Classroom Techniques, Educational Practices
Peer reviewedElmore, Randy F.; Zenus, Valerie – Roeper Review, 1994
Thirty sixth graders in accelerated mathematics classes were taught in cooperative-learning teams for 12 weeks. Students appeared to benefit academically, personally, and socially from the cooperative-learning strategies used to teach mathematics, cooperative-learning skills, effective communications, internal locus of control, and personal…
Descriptors: Academically Gifted, Acceleration (Education), Communication Skills, Cooperative Learning
