CLASSROOM PRACTICES USED WITH GIFTED 3RD AND 4TH GRADE STUDENTS

被引：47

作者：

ARCHAMBAULT, FX ^{[1
]}

WESTBERG, KL ^{[1
]}

BROWN, SW ^{[1
]}

HALLMARK, BW ^{[1
]}

ZHANG, W ^{[1
]}

EMMONS, CL ^{[1
]}

机构：

[1] UNIV CONNECTICUT,NATL RES CTR GIFTED & TALENTED,STORRS,CT 06269

来源：

JOURNAL FOR THE EDUCATION OF THE GIFTED | 1993年 / 16卷 / 02期

关键词：

D O I：

10.1177/016235329301600203

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

引用

页码：103 / 119

页数：17