ERIC Number: EJ597050
Record Type: Journal
Publication Date: 1999
Reference Count: N/A
Teacher/Administrator Perceptions of Intensive Scheduling: Implications for Secondary Gifted Students.
Bugaj, Stephen J.
NASSP Bulletin, v83 n605 p62-69 Nov 1999
A recent study conducted by the Mifflin (Pennsylvania) School District assessed effects of intensive (block) scheduling with students identified as gifted. Administrator and teacher respondents perceived that block scheduling can significantly improve services to secondary gifted students. However, program implementation does not automatically confer benefits. (MLH)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A