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Carter, Kyle R. – Journal for the Education of the Gifted, 1986
The social/emotional impact of a gifted pullout program (grades 3-5) on participants (N=301) was evaluated through surveys administered to gifted and non-gifted students, staff, and parents. Elitism, social interactions, and peer/teacher expectations were examined. Results suggested either a neutral or supportive effect on program participants.…
Descriptors: Administrator Attitudes, Elementary Education, Emotional Development, Gifted
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Margolin, Leslie – Journal for the Education of the Gifted, 1996
This essay suggests that gifted education is a strategy for singling out the children of the affluent for training in leadership and dominance, rather than focusing on advanced academic preparation. Gifted education is seen as being organized around the personal and social traits associated with the gifted themselves rather than academic rigor.…
Descriptors: Access to Education, Educational Philosophy, Elementary Secondary Education, Elitism
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Pendarvis, Edwina; Howley, Aimee – Journal for the Education of the Gifted, 1996
This discussion of issues in gifted education focuses on the need to support effective practices that are also equitable. The article considers problems with defining gifted students as the "cognitive elite," the provision of qualitatively different programs to gifted children, and the need for challenging intellectual work and development of…
Descriptors: Educational Objectives, Educational Philosophy, Educational Practices, Elementary Secondary Education
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Sapon-Shevin, Mara – Journal for the Education of the Gifted, 1996
This discussion of the relationship of gifted education programs to broader school reform efforts focuses on negative effects of gifted programs on schools at large; issues in the reexamination of the gifted construct; and suggestions to avoid positioning school reform advocates, gifted education proponents, and full inclusion supporters in…
Descriptors: Educational Change, Educational Philosophy, Educational Policy, Educational Trends
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Gallagher, James J. – Journal for the Education of the Gifted, 1996
Analysis of current critiques of gifted education considers four common concerns: (1) whether giftedness exists; (2) whether students who possess giftedness can be identified; (3) whether such students can be provided with quality differentiated programs and services; and (4) whether it is morally correct to provide such programs or services. (DB)
Descriptors: Ability Identification, Access to Education, Educational Objectives, Educational Philosophy