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Grouping Gifted Children
"Cluster grouping is [when] identified gifted students at a grade
level are assigned to one classroom with a teacher who has special training in
how to teach gifted students. The other students in their assigned class are
of mixed ability. Differentiated instructional opportunities allow gifted
students to interact with their intellectual as well as their age peers.
Through cluster grouping the intellectual, social, and emotional needs of the
gifted students can be addressed." Patricia A. Schuler, "Cluster
Grouping Coast to Coast," NRC
G/T 1997 Winter Newsletter
- Ability
Grouping
a Position Statement of the National
Association for Gifted Children
- NAGC wishes to reaffirm the
importance of grouping for instruction of gifted students. Grouping allows
for more appropriate, rapid, and advanced instruction, which matches the
rapidly developing skills and capabilities of gifted students...
-
The
Cluster Grouping Handbook: How to Challenge Gifted Students and Improve
Achievement for All
by Susan Winebrenner and Dina Brulles

- In today’s standards-driven era, how can teachers motivate and challenge
gifted learners and ensure that all students reach their potential? This
book provides a compelling answer: the Schoolwide Cluster Grouping Model (SCGM).
Find a wealth of teacher-tested classroom strategies along with detailed
information on identifying students for clusters, gaining support from
parents, and providing ongoing professional development. Special attention
toward empowering gifted English language learners. CD-ROM features all of
the reproducible forms plus a PowerPoint presentation...
- The
Concept of Grouping in Gifted Education In Search of Reality: Unraveling the
Myths about Tracking, Ability Grouping and the Gifted
by Ellen D. Fiedler, Richard E. LAnge and Susan Winebrenner, in
Roeper Review
(available from Highbeam.com, by
subscription, or free trial)
- Research offers answers to many common myths. Myth #2: Ability
grouping is elitist. Myth #3: Ability grouping inevitably
discriminates against racial and ethnic minority students. Myth #4:
Gifted students will make it on their own; grouping them by ability does not
result in improved learning or achievement for them. Myth #6: Assuring
that there are some gifted students in all classrooms will provide positive
role models for others and will automatically improve the classroom
climate...
- The
elephant in the classroom
by Ellis Page and Timothy Keith
- Schooling in a homogeneous group of students appears to have a positive
effect on high-ability students' achievements, and even stronger effects on
the achievements of high-ability minority youth. Grouping does not seem to
affect negatively the achievements of low-ability youth. Indeed, ability
grouping seems to have no consistent negative effects on any group or any
outcome we studied. We assert that ability grouping may have positive
effects on gifted students' learning, the most important educational
outcome, and that these effects seem particularly powerful on gifted
minority youth...
-
The Relationship of
Grouping Practices to the Education of the Gifted and Talented Learner
by
Karen B. Rogers
- Full-length paper now available online! Research shows strong,
consistent support for the academic effects of most forms of ability
grouping for enrichment and acceleration, but the research is scant and weak
concerning the socialization and psychological adjustment effects of these
practices. Claims for the academic superiority of mixed-ability grouping or
for whole group instructional practices were not substantiated for gifted
and talented learners. A series of guidelines for practice, based upon the
research synthesized is included... (requires Adobe Reader)
- Research
Synthesis on Gifted Provisions
by Karen Rogers
- Dr. Karen Rogers updates (1999) her earlier synthesis of what the research
says about gifted educational provisions. Essential gifted education
provisions are listed, along with their effect on students when comparing to
other gifted students...
-
Using Current Research to Make Good Decisions About Grouping
by Karen B. Rogers, in NASSP Bulletin - no longer available free, but
available for a fee from Sage Publications
- High-ability and gifted students tend to benefit most from like-ability
grouping, because the strategy provides them with the opportunity to access
more advanced knowledge and skills and to practice deeper processing.
Guidelines include:
- • Group gifted students by their ability or achievement levels for the
majority of their school day in all academic core areas.
- • Provide enrichment opportunities, carefully differentiated learning
experiences, and acceleration opportunities to gifted students; Grouping
alone does not produce a substantial achievement effect
- • Use whole group and mixed-ability group methods (such as
cooperative learning) sparingly and perhaps only for socialization purposes.
There is no well-controlled research evidence to suggest any achievement
effect for this form of grouping with either highly able or gifted students.
- An Analysis of the
Research on Ability Grouping: Historical and Contemporary Perspectives by
James A. Kulik
- Grouping programs that entail more substantial adjustment of curriculum to
ability have clear positive effects on children... Research abstract of Dr. Kulik's analysis of cluster grouping...
(Summary on page 39, with
information to order the full length paper)
- Answers
to Common Questions about Ability Grouping by Mary Ann Swiatek
- Does ability grouping increase the academic achievement of gifted
students? Should the curriculum vary by ability group? Are gifted children who
are NOT exposed to ability grouping at risk for problems? These and more
questions answered...
-
Basic
Educational Options for Gifted Students in Schools by Joyce
VanTassel-Baska
- Most school mission statements proclaim the intention of educating every
child to the level of his or her potential, yet many times those words have
no translation value for the gifted as they sit bored in classrooms where
their instructional level exceeds by years... There is a real need to
consider nonnegotiable options for this population...
- Cluster
Grouping Coast to Coast by Patricia A. Schuler
- NRC/GT newsletter article on the state of Cluster Grouping in school
districts across the United States
- Cluster Grouping of Gifted
Students: How to Provide Full-time Services on a Part-time Budget (ERIC
Digest #538) by Susan Winebrenner and Barbara Devlin
- Cluster grouping represents a mindful way to make sure gifted students
receive a quality education at the same time as schools work to improve
learning opportunities for all students
- Cluster Grouping of Gifted
Students: How to Provide Full-time Services on a Part-time Budget: Update 2001
(ERIC Digest #607) by Susan Winebrenner and Barbara Devlin
- The work of many researchers (Allan, 1991; Feldhusen, 1989; Fiedler,
Lange, & Winebrenner, 1993; Kulik and Kulik, 1990; Rogers, 1993) clearly
documents the benefits of keeping gifted students together in their areas of
greatest strength for at least part of the school day. It also appears that
all students, including average and below average students, may benefit when
gifted students are placed in their own cluster...
- The Conceptual
Model of Nongraded Schooling
- A specific listing of the 36 assumptions of nongradedness (elementary
school level)
- Debate Over Ability
Grouping Gains High Profile by Peter Schmidt, in
EdWeek
- The debate over ability grouping in public schools appears to be
escalating, and supporters of the practice are increasingly being placed on
the defensive
- The
Effects of Group Composition on Gifted and Non-Gifted Elementary Students in
Cooperative Learning Groups by David A. Kenny, Francis X. Archambault,
Jr. and Bryan W. Hallmark
- Gifted fourth grade students experienced no adverse effects as a result of
interacting with non-gifted students in cooperative learning groups. In
fact, students are seen as more friendly and better leaders in these groups,
and they experience a relative increase in social self-esteem in
heterogeneous groups. At the same time, the non-gifted student does not
experience an increase in achievement due to the presence of a gifted
student. Thus, the view of the gifted child as a teaching resource was not
supported. However, the non-gifted student in heterogeneous groups suffers
from a decline in self-esteem and a decline in the perception by
non-gifted peers on task-relevant activities. Heterogeneous grouping has
positive socioemotional outcomes for gifted children and negative ones for
non-gifted children... (requires Adobe Reader)
- The
Effects of Grouping and Curricular Practices on Intermediate Students' Math
Achievement by Carol L. Tieso
- Grade 4 and 5 students were exposed to curricular enhancement and
grouping, to compare both academic gains and qualitative benefits.
Both teachers and students enjoyed math more in appropriate groupings, and
students made significant gains when instruction was based on their academic
levels... (requires Adobe Reader)
-
Exploring
the Conflicts Involved With Ability Grouping by Valerie Pare
- It is important to take a comprehensive look at both the detrimental and
beneficial effects that ability grouping and tracking can have, since "the
last thing any educator wants to do is to be responsible for educational
decisions that are harmful to anyone"...
-
Grouping: A
Short, Data Based Primary Journal Research Sources Bibliography by Joseph
S. Renzulli
- The National Research Center on the Gifted and Talented (NRC/GT),
University of Connecticut, Storrs
- Grouping
the gifted and talented: questions and answers by Karen Rogers
- Questions about the academic, psychological, and socialization effects on
gifted and talented learners of grouping for enrichment, cooperative grouping
for regular instruction, and grouping for acceleration are addressed...
- How should we group to
achieve excellence with equity? by Bonnie Grossen
- Ability grouping in America has become a loaded word...
-
In
search of reality: unraveling the myths about tracking, ability grouping, and
the gifted by Susan Winebrenner, Roeper Review (available for a fee from
Highbeam.com)
- The antitracking movement has suddenly become anti-ability grouping,
resulting in serious side-effects for gifted students who currently are being
served effectively in ability-grouped programs that consistently meet their
needs. Closer scrutiny of the research frequently cited reveals commonly-held
misinterpretations and misconceptions...
- One size fits all?
by Mike Robison
- Age based tracking versus ability grouping in elementary school
mathematics
-
SASP
Interviews: Arthur R. Jensen by A Alexander Beaujean, University of
MissouriColumbia
- Teachers should also notice pupils who are especially exceptional at the
high end of the ability spectrum; they often need a different educational
program than that offered to their more typical age-mates... Tracking
(homogenous ability grouping) allows more pupils to receive more relevant
instruction in keeping with their rate of progress during their time in
school than when the teacher has to pitch the instruction mostly at just the
average level of the pupils in a mainstream class, or when the teacher’s
attention and effort has to be divided between widely differing ability
groups within the same classroom... (requires Adobe Reader)
- School
Choice and the Distributional Effects of Ability Tracking: Does Separation Increase
Equality? by David N. Figlio, Marianne E. Page
- Tracking programs have been criticized on the grounds that they harm
disadvantaged children... We use a new strategy for overcoming the
endogeneity of track placement and find no evidence that tracking hurts
low-ability children. We also demonstrate that tracking programs help
schools attract more affluent students... (this paper costs $5 to purchase)
- Total
School Cluster Grouping: An Investigation of Achievement and Identification
of Elementary School Students by Marcia Gentry,
University of Connecticut
- During the 3 years that students were involved in the cluster grouping
program, their achievement increased significantly when compared to similar
students from a school that did not use cluster grouping. when a
cluster grouping model is implemented, there may be a positive effect on the
achievement and identification of all students, not just those identified
and placed in the cluster for high ability students. This is most likely
when teachers have training in tailoring curriculum and instruction to the
individual needs of students and when teacher expectations are high for all
students... For more details read Gentry's full research
Promoting Student Achievement and Exemplary Classroom Practices through
Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary
Classrooms (full research only requires Adobe Reader)
- Tracking,
Ability Grouping and the Gifted Pennsylvania Association for Gifted
Education bulletin
- Roll away the clouds of misconception about ability grouping and to shine
new light on current research related to meeting the educational needs of all
students in our schools, including the gifted...
- The Tracking and
Ability Grouping Debate by Tom Loveless,
Thomas B. Fordham
Foundation
- Tracking and ability grouping remain among the most hotly debated topics
in American education today, as they have been for nearly a century. After
all this time and attention, what have we actually learned about these
issues?
- The
Tracking Wars: State Reform Meets School Policy by Tom Loveless
- Past condemnations are easy to understand, but today's tracking
functions differently. Grouping takes place within each subject, not
across an entire regiment of academic courses. Track assignments are
guided by successful completion of prerequisite courses, not by IQ tests...
- Within-Class
Cluster Grouping and Related Strategies: Brief Summaries Prepared by
Joseph Renzulli and Harry Milne
- Summaries of 18 different studies including purpose, sample, results and
conclusions, and where to find them
Last updated
December 01, 2020
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