The authors investigated whether differences existed in perceptions of class activities for students in Grades 3-8 and between genders. Specifically, the frequency that students perceived opportunities for interest, challenge, choice, and enjoyment in their classrooms was assessed using the affective instrument, My Class Activities (M. Gentry & R. K. Gable, 2001). Significant main effects existed for grade level and gender, with no interaction of the 2 variables. In general, middle school students found their classroom activities less frequently interesting and enjoyable, with fewer opportunities for choice, than did elementary students. These variables declined steadily from lower to upper grades. Girls indicated that their class activities were more frequently interesting and enjoyable than did boys, which contributed to the significant gender differences.

Using a case study approach, the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting was presented. TCIT was found to increase the number of positive interactions between the child and teacher. In addition, TCIT was effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Although the case study provided initial empirical evidence, additional research is needed to fully support the use of TCIT. Specifically, research using a multiple case study approach is recommended.

The purpose of this study was to investigate differences in attitudes toward classroom activities among rural, urban, and suburban gifted students. More specifically, the instrument My Class Activities designed to assess students' attitudes toward, their class activities with respect to Interest, Challenge, Choice, and Enjoyment, was used to show how gifted students from rural schools differed from their counterparts in urban and suburban schools. Rural elementary students found their classrooms less frequently interesting and challenging, but found the more frequently enjoyable than their urban and suburban peers. Rural middle school students reported less challenge and less enjoyment than their suburban peers. Implications of the findings for gifted students in rural settings are discussed and suggestions for addressing these dimensions for gifted students in rural areas provided. Additionally, validity and reliability evidence is provided for My Class Activities.

In this study we investigated the relationship between what teachers report they do in their classrooms and their students' perceptions of classroom activities with respect to the dimensions of challenge and choice. Students and teachers in elementary school classrooms 91 classrooms) were analyzed separately front those in middle schools classrooms (n = 64 classrooms). No relationship existed between what teachers reported they do and what students perceived is done at the elementary or middle school levels concerning the dimension of challenge. Further, concerning choice, a slight positive correlation existed for elementary students and their teachers, whereas. no such relationship existed at the middle school level. These findings suggest that what teachers report may not be what students actually experience in the classroom. Additionally, differences among perceptions of challenge and choice of gifted students in magnet schools, gifted students in regular schools, and other students in regular schools were investigated. Regardmig challenge, magnet school gifted students reported significantly more challenge than their gifted and other peers at the middle school level, whereas no such differences existed at the elementary level. No meaningful difference existed among the groups on the dimension of choice at either the elementary or middle school levels.

Best practices in the identification of the twice-exceptional point to the use of multidimensional assessment that outlines specific areas of strength and concern. Students who are twice-exceptional remain a misunderstood population in schools, thus making identification that much more difficult. The purpose of this study was to review the extant literature in the field of twice-exceptional studies and to design a plan for identification to be used by school districts. This article reports on Project O2E, a state-funded collaboration program that resulted in a toolkit for identifying students who are twice-exceptional. Also included in this article is a discussion of issues raised during the implementation of the toolkit.

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With current focus on academic proficiency, career and technical education (CTE) programs have received less emphasis as an alternative to traditional high school curricular experiences. Yet, this study found that when compared to peers in general high school settings, students in one rural CTE high school center perceived significantly more appeal, challenge, choices, meaningfulness and self-efficacy in their classrooms. Thus, an extensive qualitative study provided insights into this environment that distinguished it from more traditional secondary school settings. Themes of professionalism, sense of community, and reason to learn emerged in data analyses. Results offer methods that secondary educators can use to engage students in meaningful, challenging learning. Further, data revealed the experiences of students in this center's CTE programs. Findings led to the conclusion that efforts to leave no children behind should include CTE as part of the continuum of educational services.