Grouping Gifted Students: Issues and Concerns

John F. Feldhusen · Sidney M. Moon

98 citations0/0 files storedGifted Child Quarterly

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Education, Achievement, and Giftedness Innovative Teaching and Learning Methods School Choice and Performance

Abstract

Gifted and talented students need instruction at a level and pace as well as conceptual complexity commensurate with their advanced levels of ability and achievement. Grouping heterogeneously and providing cooperative learning in heterogeneous groups leads to lowered achievement and motivation as well as poorer attitudes toward school. Academic achievement of American youth is lower than the achievement of youth in many Asian and European countries. If we wish to sustain or increase the academic achievement of American youth they should be grouped for instruction according to ability and achievement levels, but grouping practices should be flexible, and rigid tracking should be avoided.

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References

1986Keeping Track: How Schools Structure Inequality.1991Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science.1990Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis 1987The Stratification of High School Learning Opportunities 1985Keeping Track. How Schools Structure Inequality 1982Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings 1987The Effects of Stratification in Secondary Schools: Synthesis of Survey and Ethnographic Research 1982Effects of Ability Grouping on Secondary School Students: A Meta-Analysis of Evaluation Findings

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1994Examining the “F” in Gifted: Academically Gifted Adolescents' Physiological and Affective Responses to Scholastic Failure 2015Five Reasons to Put the g Back Into G iftedness 2007Serving Children Who are Gifted: Perceptions of Undergraduates Planning to Become Teachers 2014Motivational characteristics of students in gifted classes: The pivotal role of need for cognition 1994

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