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Terie Engelbrecht

Terie Engelbrecht's Public Library

  • The commonly accepted meaning of ability grouping, on the otherhand, relates to regrouping students for the purpose of providing curricu-lum aimed at a common instructional level. In elementary schools, thisoften happens when teachers create more homogeneous reading or mathgroups while teaching heterogeneous groups for most other subjects. Atthe secondary level, students may be assigned to high-ability groups in theareas of their strengths and to average- or low-ability groups in other sub-jects. Ability grouping does not imply permanently locking students out ofsettings that are appropriately challenging for them; it means placing themwith others whose learning needs are similar to theirs for whatever length
  • This practiceis in keeping with the need for gifted students to be with their intellec-tual peers in order to be appropriately challenged and to view their ownabilities more realistically (Feldhusen & Saylor, 1990)
  • Teacherswho work in schools that use cluster grouping report that they havefound that new academic leadership emerges in the classes without thecluster group of gifted students; i.e., a new cream rises to the top from

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  • To be valued within a peer culture which values conformity, gifted young people may mask their giftedness and develop alternative identities which are perceived as more socially acceptable.
  • Gifted children and adolescents need the opportunity to work and socialize with others of similar abilities and interests if they are to grow towards self-acceptance.
  • Despite his skill and popularity as a communicator, Joad found personal relationships difficult.

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  • First, the results of several major studies of the social and emotional development of accelerants are reviewed in the context of a core of issues central to the problem.
  • Second, the social and emotional development of gifted radical accelerants and the social and emotional development of nonaccelerants identified through the Study of Mathematically Precocious Youth are compared.
  • Neither the review of the literature nor the comparison of the SMPY gifted students identified any negative effects of acceleration on social and emotional development

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