ERIC Number: ED357514
Record Type: RIE
Publication Date: 1993-Feb
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)
Descriptors: Curriculum, Educational Methods, Elementary School Students, Elementary Schools, Gifted, Grouping (Instructional Purposes), Heterogeneous Grouping, Interpersonal Competence, Multigraded Classes, Outcomes of Education, Primary Education, Student Development, Teacher Attitudes, Whole Language Approach, Writing Processes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: 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).