ERIC Number: ED107052
Record Type: Non-Journal
Publication Date: 1974-Jul
Reference Count: N/A
A Comparison of Different Approaches for Educating Young Gifted Children. (RAPYD II Project).
Karnes, Merle B.; Zehrbach, R. Reid
Evaluated were the effects of three different instructional programs (open education, structure of the intellect, and conventional contrast) on 56 bright kindergarten children of either high or low socioeconomic status (SES). Recognized experts evaluated the open and structured classes giving them positive ratings as being representative of the intended model (contrast classes were the regular kindergarten programs offered in the public schools which usually emphasized organized large and small group activities). The results included the following: a mean gain in IQ scores of four points with no significant interaction found among the class models or between high and low SES students, no significant difference in divergent thinking among class models but better performance by high SES children, existence of differences in question types used by teachers (with contrast teachers using a more cognitive memory type of question), no differences in performance among class models on the Illinois Test of Psycholinguistic Abilities though different scoring patterns were observed for high and low SES students, and slightly more positive program appraisals by parents of children in the open education program. (DB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Illinois State Office of the Superintendent of Public Instruction, Springfield. Gifted Children Section.
Authoring Institution: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.