During the past decade, an increase in activity associated
with the education of the gifted has been evident. This
study provides a social and evaluative framework from
which to view two organizational means of making
educational provision for gifted students. In-class
provision in one school is compared statistically and
descriptively with a partial withdrawal system in another.
The Stake evaluation model was used to provide a focus and
classification system for the collection and processing of
naturalistic data. Group tests of ability, attainment
and attitudes were administered in order to obtain some
more objective data.
Evolutionary changes in the schools during the twelve
month period make for difficulties in comparison; the
reasons for the changes occuring highlight the
difficulties which classroom teachers have in
understanding and coming to grips with teaching gifted
students. Any advantage in terms of student outcomes was
weighted towards the school with in-class provision. The
writer postulates that this was due to the collective
responsibility, or ownership of the program, assumed by
the teachers in this school, as opposed to the situation
in the other school, where only one teacher, the
withdrawal teacher, was prepared to assume this
responsibility. This study will provide valuable insight
for any professionals who wish to undertake similar
programs.
| Identifer | oai:union.ndltd.org:ADTP/218944 |
| Date | January 1990 |
| Creators | Freney, Peter J., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Peter J. Freney |
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