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ERIC Number: ED427495
Record Type: RIE
Publication Date: 1995-Sep
Pages: 151
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Extending the Pedagogy of Gifted Education to All Students. Research Monograph 95118.
Reis, Sally M.; Gentry, Marcia; Park, Sunghee
This study addressed the questions and the challenges presented in the report by the United States Department of Education, Office of Educational Research and Improvement, entitled "National Excellence: A Case for Developing America's Talent." Consistent with the priorities of the Jacob Javits Act, this study was designed to assess the impact of providing gifted education pedagogy, specifically, a series of enrichment clusters, to the entire population of two schools in economically disadvantaged urban settings with a high percentage of minority students. Three elementary schools in two urban districts were selected to participate in the study. In one school from each of these districts, enrichment clusters were implemented and one school served as a comparison site. Students in each treatment school attended a pilot and two series of enrichment clusters. Students in all schools were assessed regarding their attitudes toward school and their content area preferences, and students from the treatment schools responded to questions regarding the enrichment clusters. Data were also collected from parents and teachers related to school satisfaction, use of enrichment strategies, and other variables. Qualitative data were collected from teachers, administrators, students, and parents about the implementation of enrichment clusters. With regard to student interests, attitudes, and products, the findings were positive. Students indicated that they enjoyed their clusters, and students involved in the clusters displayed stronger interests than students from the comparison school. Approximately 90% of the students completed products in their clusters and there was no difference in the frequency of products completed when examined by achievement, gender, special program placement, or ethnicity. With regard to the quality of products, no differences were found among various achievement levels of students, perhaps indicating interests and commitment help to increase the quality of the products developed by students of various achievement levels in the enrichment clusters. Teacher practices were affected both in the enrichment clusters and in the teachers' regular classrooms. Advanced content was integrated into 95% of the clusters and included areas such as introduction of new concepts and content, teaching specific investigative methodologies, use of advanced vocabulary and authentic "tools," and use of advanced thinking and problem solving strategies. Approximately 60% of the teachers who facilitated clusters indicated that they transferred strategies and content from the clusters into their classrooms, although this had not been requested of these teachers. (Author)
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.