Cluster grouping, as an organisational strategy for gifted and talented education, has been discussed, implemented and researched in the United States for several decades. Outcomes have been positive, yet the potential benefits of this model for the New Zealand context remain largely unrecognised. Cluster grouping involves the placement of a group of gifted and talented learners in one or more classrooms in their respective year group, with the remainder of students heterogeneously grouped. Used in conjunction with differentiation, pull-out programmes, and effective professional development for teachers, it can deliver a full-time, cost-effective programme for gifted and talented students. This article discusses the benefits of the strategy to school communities as a whole, and considers both affective and achievement outcomes for students. Implementation is presented in theory and in respect of a case study -a New Zealand school that has successfully adapted the concept in accordance with its individual needs.
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