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Bonds, Charles W.; Adams, John – 1980
A questionnaire was administered to 50 gifted children (9 to 12 years old) to determine how students feel about the mildly retarded in a classroom setting. Based on the responses to the 10 questions, there seemed to be a very high belief that mildly retarded children will be socially accepted by their peers. The gifted group did not view the…
Descriptors: Elementary Education, Gifted, Mainstreaming, Mild Mental Retardation
Peer reviewedLuftig, Richard L.; Nichols, Marci L. – Gifted Child Quarterly, 1990
The study with gifted children (N=64) in grades 4-8 with classroom peers (N=432) not identified as gifted found gifted boys were the most popular although gifted girls were the least popular. Overall, children not identified as gifted were rejected more and boys were rejected more than girls. (Author/DB)
Descriptors: Elementary Education, Gifted, Junior High Schools, Peer Acceptance
Peer reviewedSwiatek, Mary Ann – Journal for the Education of the Gifted, 2002
Two studies of gifted 3rd through 7th graders (n=311) enrolled in a summer academic program explored the possibility that social coping strategies could be measured. Six social coping strategies were identified: denying giftedness; minimizing focus on popularity; social interaction; humor; conformity; and denying the impact of giftedness on peer…
Descriptors: Coping, Elementary Education, Emotional Adjustment, Gifted
Peer reviewedCarter, 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
Peer reviewedPorath, Marion – Roeper Review, 1996
An approach to assessment is described in which elementary children's motivation to learn and perceptions of ability and social acceptance are measured, in addition to the more traditional ability and achievement measures. Case studies of 4 gifted children (ages 7-10) are presented to investigate how individual differences in self-perception and…
Descriptors: Academic Ability, Affective Behavior, Affective Measures, Case Studies
