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ERIC Number: EJ532415
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0162-3532
Differentiating Instruction for High-Achieving/Gifted Children in Regular Classrooms: A Field Test of Three Gifted-Education Models.
Fiedman, Reva C.; Lee, Steven W.
Journal for the Education of the Gifted, v19 n4 p405-36 Sum 1996
This study evaluated three models of gifted education implemented by seven elementary regular classroom teachers. All models showed a strong relationship between cognitive level of teacher queries and student responses. The Cognitive-Affective Interaction Model produced the best increases in cognitive complexity of classroom interactions and on-task behavior. (Author/PB)
Publication Type: Journal Articles; Reports - Research; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A