ERIC Number: ED329047
Record Type: RIE
Publication Date: 1990-Nov
What Happens to Students in Gifted Programs? The Learning Outcomes Study at the University of Virginia.
Cornell, Dewey G.; And Others
This paper introduces the Learning Outcomes Study at the University of Virginia, an ongoing 2-year investigation of over 1,000 elementary school children who entered one of 16 different gifted programs (or no program) in the fall of 1990. The study will compare effects of four examples each of four types of program delivery arrangements: (1) within-classroom (or mainstream type); (2) pull-out programs; (3) separate classes or ability tracking; (4) and special schools. Special comparisons will be made of program effects on minority and disadvantaged students. Information will also be collected on each program's curriculum, teaching methods and goals, as well as the background and training of program teachers, and student identification criteria. Students will be assessed four times: at the time of entry into a formal gifted program, at the end of their first year in the program, and at the beginning and end of their second year. Multiple outcome measures will assess student achievement, attitudes, and adjustment. Additional questions possibly examined include the relationship between self-concept and intrinsic motivation; whether these two concepts have a differential impact on achievement; and the behavioral adjustment of high achieving students. (18 references) (DB)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Produced under the auspices of the National Research Center on the Gifted and Talented. Paper presented at the Annual Convention of the National Association for Gifted Children (40th, Little Rock, AR).