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Brulles, Dina; Winebrenner, Susan – Educational Leadership, 2012
Schools need to address the needs of their students with high ability. Not only does this raise achievement levels schoolwide, it also attracts students from surrounding districts and recaptures advanced learners who left the school because their needs weren't being met. One practical intervention--cluster grouping--provides an inclusive…
Descriptors: Academic Achievement, Cluster Grouping, Gifted, High Achievement
Yewchuck, C. – B. C. Journal of Special Education, 1986
Six issues relating to assessment of gifted/learning disabled (GLD) students are discussed: (1) incidence; (2) cut-off IQ scores; (3) barriers to identification; (4) use of the Wechsler Intelligence Scale for Children--Revised; (5) differentiation between GLD and underachieving gifted; (6) qualitative differences between GLD, gifted, and learning…
Descriptors: Disability Identification, Elementary Secondary Education, Gifted, Incidence
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Brown, Scott W.; Yakimowski, Mary E. – Gifted Child Quarterly, 1987
Analysis of Wechsler Intelligence Scale for Children-Revised protocols for identified gifted, high IQ, and average children (total N=599 and ages 5-16) identified a four-factor solution for the gifted sample (Perceptual Organization, Verbal Comprehension, Acquisition of Knowledge, and Spatial Memory). Results suggested gifted children process…
Descriptors: Cognitive Processes, Comparative Testing, Elementary Secondary Education, Gifted
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Klausmeier, Kay; And Others – Gifted Child Quarterly, 1987
An analysis of a survey of assessment practices of 131 school psychologists revealed that they most often used the Wechsler Scales to identify gifted, gifted/learning disabled, and learning disabled students despite the availability of newly developed tests. A number of training needs relating to assessment were also identified. (Author/VW)
Descriptors: Achievement Tests, Aptitude Tests, Elementary Secondary Education, Gifted
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Reynolds, Cecil R.; Clark, Julia H. – Psychology in the Schools, 1986
Describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programing. (Author/ABB)
Descriptors: Children, Elementary Secondary Education, Gifted, High Achievement