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Student Response to a Small-Group Affective Curriculum in a School for Gifted Children
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Peterson, Jean Sunde; Lorimer, Michelle R. – Gifted Child Quarterly, 2011
A 5-year longitudinal study of the implementation of an affective curriculum in a school for gifted children, in the form of weekly development-oriented, teacher-led small-group discussions for all students in Grades 5 through 8, found that initial resistance changed to receptivity and gains over time. Analysis of Likert-type responses and brief…
Descriptors: Curriculum Development, Gifted, Student Reaction, Longitudinal Studies