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This 9 page paper discusses some of the issues, concerns and practices that affect gifted students in the U.S. Bibliography lists 4 sources.
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9 pages (~225 words per page)
File: D0_HVgftstu.rtf
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whether or not gifted students can be taught effectively in regular classrooms. Observations by teachers suggest that "gifted students quickly become frustrated in mixed-ability classes, especially those gifted students who
exhibit a high degree of creativity" (Holloway, 2003, p. 89). They have also suggested that large classes typically lack the resources necessary to "serve all students well" (Holloway, 2003, p.
89). However, reactions to these observations are mixed. Renzulli "believes that gifted students can be served in regular classrooms containing students of varying ability" (Holloway, 2003, p. 89). But if
this teaching is to be effective, the regular classroom teachers need "either special training in teaching gifted students or access to specialists who can come into the classroom to provide
assistance" (Holloway, 2003, p. 89). These conditions seem to suggest that regular classroom teaching might not be effective, since so many other requirements attach to it. Melser noted that "gifted
students reading achievement improves at about the same rate whether those students are in a heterogeneous or a homogeneous class" (Holloway, 2003, p. 89). However, gifted students seemed to have
higher self-esteem when they were in regular classes; Melser speculated that this is because when they are in regular classes, gifted students are clearly superior and feel good about it,
but when they are in classes with nothing but other gifted students, the competition may cause their self-esteem to falter (Holloway, 2003). When schools do decide to group all students
together regardless of ability, usually because they feel its more "democratic" to do so, they often run into trouble (Holloway, 2003). For instance, one study found that when elementary school
principals create "supposedly heterogeneous class groupings," they avoided assigning high-ability and low-performing students to the same classes because they assumed "teachers would gear the instructional pace to the lower portion
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