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ERIC Number: ED357514
Record Type: RIE
Publication Date: 1993-Feb
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability Primary School.
Schack, Gina D.
This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative productivity or multiple intelligences other than linguistic and logical-mathematical. Interviews with teachers indicated their willingness to allow students to do above-grade level work and to use higher level materials with some children. Interview questions are provided in an appendix. (Contains 12 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Esther Katz Rosen Annual Symposium on the Psychological Development of Gifted Children (2nd, Lawrence, KS, February 28-29, 1992).