Book Reviews: Parke, Beverly. (1989). Gifted Students in Regular Classrooms. Boston: Allyn and Bacon, hardcover, $36.95, 271 pp

1990 ◽  
Vol 34 (1) ◽  
pp. 42-43
Author(s):  
Penny Britton Kolloff
Keyword(s):  
Gifted Students ◽  
Regular Classrooms

scholarly journals Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

2020 ◽  
Vol 10 (5) ◽  
pp. 137
Author(s):  
Maria P. Gomez-Arizaga ◽  
Marieta Valdivia-Lefort ◽  
Hernan Castillo-Hermosilla ◽  
Thomas P. Hébert ◽  
Maria Leonor Conejeros-Solar
Keyword(s):  
Focus Groups ◽  
Lived Experiences ◽  
Teaching Practices ◽  
National Curriculum ◽  
Gifted Students ◽  
Production Methods ◽  
School Time ◽  
Regular Classrooms ◽  
Positive Experiences ◽  
Traditional Approaches

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

UB the director: Utilizing digital book trailers to engage gifted and twice-exceptional students in reading

2012 ◽  
Vol 28 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Glenda A. Gunter ◽  
Robert F. Kenny
Keyword(s):  
Student Performance ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Regular Classrooms ◽  
Digital Book ◽  
Research Initiatives ◽  
Matching Familiar Figures Test

Attempts to increase motivation in reluctant readers have been the focus of many local, state and federal reading research initiatives. Only recently have researchers and educators come to understand that many of these same issues also face teachers of gifted and talented learners. Frequently, students who are bright and talented but do not perform to their academic ability are categorized as being underachievers or unmotivated. In this article, the authors explore some reasons why gifted students struggle with reading and why they, like those in regular classrooms, are reluctant to read and write. This study uses a computerized version of the Matching Familiar Figures Test as an identifier and predictor of student performance. An instructional intervention (UB the Director Model) is also utilized to determine if these instructional practices help to overcome these students’ reluctance and lack of motivation.

Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia

1992 ◽  
Vol 15 (4) ◽  
pp. 309-331 ◽  
Author(s):  
Dewey G. Cornell ◽  
Marcia A. B. Delcourt ◽  
Marc D. Goldberg ◽  
Lori C. Bland
Keyword(s):  
Learning Outcomes ◽  
Gifted Students ◽  
University Of Virginia ◽  
Gifted Programs ◽  
Initial Report ◽  
Pull Out ◽  
Regular Classrooms ◽  
Different Types ◽  
Delivery Options ◽  
The University

This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.

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