Elementary pull‐out program for the intellectually gifted‐boon or bane?

Belcastro, Frank P.

doi:10.1080/02783198709553052

Cited by 12 publications

(7 citation statements)

References 10 publications

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“…The positive effects of pullout grouping presented here add more evidence to the arguments that gifted pupils should be separated from their peers of the same age at least for part of their schooling day (Kulik, 1992;Kulik & Kulik, 1992), that the allocation of pupils with the same intellectual peers is a criterion for the success of a program for gifted children (Belcastro, 1987), and that pullout grouping programs can be a feasible programming option for gifted pupils (Vaughn, Feldhusen, & Asher, 1991).…”

Section: Discussionsupporting

confidence: 59%

How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice

Dimitriadis¹

2012

Gifted Child Quarterly

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There is a paucity of research investigating aspects of provision for gifted children within primary schools, particularly in mathematics. This study aimed to address this topic by illuminating issues arising from classroom practice and the experience of both teachers and children. Based on in-depth case studies in four primary schools in which different methods of provision were being implemented, this study found that although there is an interest in addressing the needs of mathematically gifted children and schools have taken measures in pragmatic terms to cater to them, the needs of these children are not always addressed in classrooms. Evidence from classroom practice showed that the effectiveness of any method depends on teachers' expertise and self-confidence, the level of focused attention given to gifted children, the size of the class, and the nature of the work set. Additionally, this study identified issues relating to organizational strategies of classroom provision which need consideration and further research.

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Section: Discussionsupporting

confidence: 59%

How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice

Dimitriadis¹

2012

Gifted Child Quarterly

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“…Kulik andC. Kulik 1991, 1992), and add more evidence to the arguments that the use of pull-out groups serves the different needs of gifted children (Belcastro 1987;Renzulli 1987;Vaughn, Feldhusen and Asher 1991). Also, the positive effects of mentoring add more evidence to the arguments supporting the use of highly trained specialists to teach exceptional students (Sheffield 1999).…”

Section: Discussionmentioning

confidence: 89%

Provision for mathematically gifted children in primary schools: an investigation of four different methods of organisational provision

Dimitriadis

2012

Educational Review

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This article presents the findings of four case studies conducted in four different primary schools in England. The case studies examined in depth the implementation of different methods of organisational provision for mathematically gifted children -within-classroom provision, setting, pull-out grouping and mentoring -and their impact on pupils' attitudes and progress. Based on classroom observation, documentary evidence, and interviews with teachers and pupils, this study found more positive effects from the use of pull-out grouping and mentoring compared with the other methods. This was correlated with the existence of teachers with subject expertise and with more opportunities for focused attention and extension for gifted children; something which was limited in large classes with children of ranging ability, even when these children were placed with same-ability peers or given higher-level work. This study also found evidence for the effect of teachers' professional development on their confidence and on pupils' attitudes and motivation.

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“…In contrast to Belcastro's (1987) criticisms, meta-analytic research conducted by Vaughn, Feldhusen, and Asher (1991) suggests that pull-out programs can result in significant learning for students who are gifted. Additionally, Feldhusen, Sayler, Nielsen, and Kolloff (1990) have shown positive results in terms of self-esteem for 40 children in a pull-out enrichment program focusing on a cre-ative environment, compared to 20 children who qualified for the program but did not participate.…”

Section: Pull-out Programsmentioning

confidence: 93%

“…Somewhat related to ability grouping, pull-out programs involve removing children who are gifted from the regular classroom for smallgroup instruction a few hours each week. Belcastro (1987) has argued that most pull-out programs are ineffective because they seldom meet the first four of seven principles for adequate programs (i.e., tying curricula to the regular classroom, having a rigorous identification procedure, being in effect continuously during the school day, and providing interaction with peers at the same intellectual level).…”

Section: Pull-out Programsmentioning

confidence: 99%

Serving Children Who are Gifted: Perceptions of Undergraduates Planning to Become Teachers

Bain

Bliss

Choate

et al. 2007

Journal for the Education of the Gifted

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Seeking information about preconceived notions of the educational needs of children who are gifted, we asked 285 undergraduates in prerequisite classes for teacher education to complete questionnaires. topics addressed included the need for special services for children who are gifted, perceptions of forms of service delivery in elementary schools, and egalitarian versus elitist issues in gifted education. Preferences among our respondents fell in favor of services carried out in general classroom settings at elementary schools, reflecting egalitarian attitudes. We found misconceptions, compared to empirical evidence, for notions about tutoring practices and academic acceleration. in their response rates to items, undergraduates previously served as gifted differed only occasionally from those not served as gifted. We discuss implications of our findings in terms of the need for proponents of gifted programs to address some misconceptions that appear to be related to school reform and appropriate services for children who are gifted.

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Elementary pull‐out program for the intellectually gifted‐boon or bane?

Cited by 12 publications

References 10 publications

How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice

How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice

Provision for mathematically gifted children in primary schools: an investigation of four different methods of organisational provision

Serving Children Who are Gifted: Perceptions of Undergraduates Planning to Become Teachers

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