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.
RAND testimonies record testimony presented by RAND associates to federal, state, or local legislative committees; government-appointed commissions and panels; and private review and oversight bodies.
The design and analysis of data when individuals are in more than one group are discussed. In the generations design, the group members change across time in a pattern that mimics the birth and death of members in families. We present a regression‐based approach to the estimation of conformity and stability parameters. In a rotation design, people interact in multiple groups and multiple sessions and each group involves a different set of partners. For two different types of rotation designs, we present a variance decomposition approach. For all designs discussed, we illustrate the analysis with results from actual studies.
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