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ERIC Number: EJ781375
Record Type: Journal
Publication Date: 2007
Pages: 23
Abstractor: Author
Reference Count: 92
ISSN: ISSN-0016-9862
Cognitive and Affective Learning Outcomes of Gifted Elementary School Students
Delcourt, Marcia A. B.; Cornell, Dewey G.; Goldberg, Marc D.
Gifted Child Quarterly, v51 n4 p359-381 2007
This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year. Subjects were from 14 different school districts in 10 states and included African American and Caucasian/non-Hispanic students. The study compared students enrolled in gifted programs (special school, separate class, pull-out, within-class), high-achieving students from districts in which no program was available at the designated grade levels, and nongifted students in regular classrooms. This project focused on academic and affective student outcomes through multiple administrations of an achievement test, a self-perception survey, and a motivation inventory. In addition to comparing programs in general, an important dimension of the project was to examine characteristics of students from traditionally underserved populations. This was accomplished by including the variables of racial/ethnic status and the social status of participants. Results revealed that there were differences in cognitive and affective outcomes across program types. Therefore, it is strongly advised that educators conduct ongoing evaluations of their programs to be better able to monitor and address all students' needs. (Contains 10 tables.)
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A