Teacher/Administrator Perceptions of Intensive Scheduling: Implications for Secondary Gifted Students.

Bugaj, Stephen J.

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Peer reviewed

ERIC Number: EJ597050

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0192-6365

EISSN: N/A

Teacher/Administrator Perceptions of Intensive Scheduling: Implications for Secondary Gifted Students.

Bugaj, Stephen J.

NASSP Bulletin, v83 n605 p62-69 Nov 1999

A recent study conducted by the Mifflin (Pennsylvania) School District assessed effects of intensive (block) scheduling with students identified as gifted. Administrator and teacher respondents perceived that block scheduling can significantly improve services to secondary gifted students. However, program implementation does not automatically confer benefits. (MLH)

Descriptors: Academically Gifted, Acceleration (Education), Block Scheduling, Educational Benefits, Enrichment, Problems, Program Descriptions, Secondary Education, Teacher Surveys

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A