ERIC Number: ED291185
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Differences in Learning and Achieving in Self-Contained and Resource Room Programs for the Gifted.
Kramer, Linda R.
A study gathered quantitative and qualitative data on the cognitive and affective outcomes for gifted students (grades 3-6) in full- and part-time programs from three classrooms in each of two neighboring school districts, one urban and one rural. Results suggested that outcomes are affected by the goal structures of classrooms and that the instructional environment of a gifted classroom may be a more important variable than the amount of time students spend in a program. Differences in the full- and part-time classrooms operating in the two districts and their effects were examined. Qualitative analysis led to the proposition that cooperatively structured classrooms were more successful learning environments than competitive ones. Numerous examples and quotes drawn from the researcher's classroom observations are given. Illustrations provide floor plans, daily routines, and schedules of classroom activities for both the self-contained and pull-out classrooms in the two districts. (VW)
Descriptors: Classroom Environment, Competition, Cooperation, Educational Objectives, Educational Philosophy, Elementary Education, Gifted, Intergroup Relations, Outcomes of Education, Resource Room Programs, Self Contained Classrooms, Special Classes, Teacher Attitudes, Teacher Student Relationship
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (Washington, D.C., April, 1987). The research was partially supported by a grant from the Kentucky Advisory Council for Gifted and Talented Education. For related document, see EC 201 951.