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The Case of a Self-Contained Elementary Classroom for the Gifted: Student, Teacher, and Parent Perceptions of Existing versus Desired Teaching-Learning Aspects
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Vidergor, Hava E.; Azar Gordon, Lea – Roeper Review, 2015
This study examined whether a self-contained gifted classroom meets the needs of its learners. Considering the existing and desired aspects, as perceived by students, teachers, and parents, it offers a unique lens forming a holistic in-depth view of the self-contained classroom. Forty-two participants took part in this study: 20 students, 15…
Descriptors: Gifted, Elementary School Students, Self Contained Classrooms, Educational Environment
Initial Referral Recommendations of Teachers toward Gifted Students with Behavioral Problems.
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Minner, Sam – Roeper Review, 1989
Elementary teachers (N=276) reviewed a vignette of a hypothetical gifted student described as having either mild or moderate behavioral problems and either nonlabelled or labelled as behaviorally disordered (BD). Teachers were more likely to refer the mildly disturbed student for placement in a gifted program and were not significantly influenced…
Descriptors: Behavior Disorders, Elementary Education, Gifted, Gifted Disabled
Referral and Placement Recommendations of Teachers toward Gifted Handicapped Children.
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Minner, Sam; And Others – Roeper Review, 1987
Public school teachers (N=68), reading the same vignette about a gifted child (alternately nonlabeled or labeled as learning-disabled or physically-handicapped) and expressing opinions regarding possible placement in a gifted program, felt that nonlabeled and physically-handicapped students should be placed in a gifted program to a greater degree…
Descriptors: Elementary Education, Gifted Disabled, Labeling (of Persons), Learning Disabilities