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Peer reviewed Peer reviewed
ERIC Number: EJ367499
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Perceived Competence, Social Adjustment and Peer Relations of Intellectually Gifted Children in Segregated versus Regular-Classroom Settings.
Bourque, Joanne; Li, Anita K. F.
Canadian Journal of Special Education, v3 n2 p191-200 1987
Sixty gifted students (ages 9-11) were studied to identify differences in perceived competence, social adjustment, and peer relations between those in regular classrooms and those in segregated settings. Regular-classroom subjects reported greater perceived cognitive competence while segregated subjects were rated more positively by their teachers on social competence. (Author/VW)
Descriptors: Cognitive Ability, Elementary Education, Gifted, Interpersonal Competence, Mainstreaming, Peer Relationship, Resource Room Programs, Self Concept, Social Development, Student Evaluation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A