Grouping the gifted and talented: Questions and answers

Rogers, Karen B.

doi:10.1080/02783190209554140

Cited by 38 publications

(39 citation statements)

References 15 publications

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“…A good number of studies, including integrative reviews and meta-analyses, have demonstrated clear academic benefits of special homogenous classes for gifted students (Goldring, 1990;Kulik & Kulik, 1982;Rogers, 1993). This does not come as a surprise when one takes into account that in most heterogeneous classroom settings over 80% of the time is spent on whole class activities, with no attention to differentiating for the gifted (Archambault, Westberg, Brown, Hallmark, Emmons, & Zhang, 1993).…”

mentioning

confidence: 99%

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Goetz

Preckel

Zeidner

et al. 2008

Anxiety, Stress & Coping

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This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4Á9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.Keywords: Test anxiety, worry, emotionality, academic self-concept, achievement, big-fish-little-pond effect, gifted education Numerous studies have investigated the complex pattern of relations between achievement and test anxiety (Zeidner, 2007). Test anxiety has been found to interfere with achievement both in laboratory settings as well as in true-to-real life testing situations in school or collegiate settings (see Zeidner, 1998, for review). While the vast majority of these studies analyzed relations between students' experiences of anxiety and their individual achievement, little research has been conducted on achievement-related peer reference group effects on test anxiety. The present study investigated achievement/test anxiety relations by taking both individual achievement as well as the achievement level of the peer reference group into account. In the next section, we give a brief general description of the nature of the performance/anxiety relationship, and discuss the role of academic self-concept as a

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confidence: 99%

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Goetz

Preckel

Zeidner

et al. 2008

Anxiety, Stress & Coping

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“…Other studies have confirmed that GTS programs enhance emotional and social development and that GTS tend to exhibit positive attitudes towards these programs (Al-Zoubi, 2014;Matthews & Foster, 2005;Reis, 2007;Rogers, 2002;Shields, 2002). Other studies have demonstrated that GTS programs are effective in achieving their goals and that parents and decisionmakers tend to have positive attitudes toward these programs (Budair & Bahabri, 2010;Shurman, 2003).…”

Section: Gifted and Talented Programsmentioning

confidence: 91%

Talented Students Satisfaction with the Performance of the Gifted Centers

Rahman¹

2016

JEGYS

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This study aimed to identify talented students' levels of satisfaction with the performance of the gifted centers. The sample of the study consisted of (142) gifted and talented students enrolled in the Najran Centers for Gifted in the Kingdom of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The results revealed that talented students were highly satisfied with the administration and teachers, whereas they were only moderately satisfied with enrichment activities, teaching methods, student relationships and facilities and equipment. Moreover, results also showed that there were no significant differences could be attributed to gender or to the level of schooling.

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“…The latter is an essential aspect of the model, allowing the teacher to spend "a proportionate amount of instructional effort and curriculum development time on the gifted cluster, which may not be possible when a classroom contains only 1-2 of these students" (Rogers, 1993(Rogers, /2002. Current thinking may see schools intentionally spreading children with common characteristics across the various classrooms in a year group to ensure that no teacher is either "overburdened or overblessed", but this can result in little differentiation for students with exceptional needs (Braggett & Moltzen, 2000, p.792 as quoted in Riley, Bevan-Brown, Bicknell, Carroll-Lind & Kearney, 2004.…”

Section: Rationalementioning

confidence: 99%

“…Specifically, ideal placement will be with students of similar ability in their areas of strength (Kulik & Kulik, 1990;Rogers, 1993 as cited in Winebrenner & Devlin, 2001). Socially and emotionally, gifted students are better supported to understand and accept their learning differences when surrounded by gifted peers, and more likely to develop a healthy self-concept (Winebrenner & Devlin, 2001).…”

Section: Rationalementioning

confidence: 99%

“…At the same time, they need to develop "a realistic appraisal of their own ability" by comparing themselves with others of similar ability (Fiedler, Lange & Winebrenner, 1993/2002. Often seen as elitist, ability grouping is merely an educational response to a group of students exhibiting individual differences in both their cognitive and affective development.…”

Section: Introductionmentioning

confidence: 99%

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Cluster Grouping for the Gifted and Talented: It Works!

Biddick¹

2009

Apex

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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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Grouping the gifted and talented: Questions and answers

Cited by 38 publications

References 15 publications

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Talented Students Satisfaction with the Performance of the Gifted Centers

Cluster Grouping for the Gifted and Talented: It Works!

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