The article summarizes results of a survey of teacher attitudes and concerns regarding the pull-out gifted program in one school district. The implications of the findings point to concerns which the author has categorized as ownership through involvement, communication, criteria for selection, scheduling and fragmentation and impact on student…

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

A local program survey of 95 directors of gifted education examined elements of programing related to the modification of the learning environment, including instructional time, teacher-pupil ratio, additional personnel requirements, and estimates of the excess program costs. Three common models were considered: the special class, teacher…

Third through sixth graders (n=4,514) scoring at or above the 95th percentile on standardized achievement tests reported on their educational experiences. Although 40% of students were in pull-out programs, 37% were not receiving any special programming. Gender, grade level, and type of school (public vs. private/parochial) explained little of the…

A study of the effects of a resource room enrichment program was field tested on academically gifted fourth, fifth, and sixth grade students in 65 elementary schools. The Ss were pre- and posttested on the Cognitive Abilities Test. A norm referenced research design was used to control for normal development. Findings indicated that participation…

A survey of 62 Idaho teachers of gifted students focused on the teachers' daily practices in organizing the curriculum experiences of their students. Teachers reported they used a variety of curriculum/teaching models and program options. More teachers used Creative Problem Solving than any other single program. Service delivery was most often a…

Evaluation of peer relations of 53 intermediate grade students participating in a pull-out enrichment program found that these children, relative to classmates, were evaluated positively by peers, demonstrated greater awareness of reciprocity in friendship relationships, and were perceived less often as either an aggressor or victim of aggression.…

A meta-analysis was conducted on nine experimental studies dealing with pull-out programs for gifted students in grades one through nine. Results indicate that pull-out programs in gifted education have significant positive effects on achievement, critical thinking, and creativity, but not on student self-concept. (Author/JDD)

Sixty gifted students (ages 9-11) were studied to identify differences in perceived competence, social adjustment, and peer relations between those in regular classrooms and those in segregated settings. Regular-classroom subjects reported greater perceived cognitive competence while segregated subjects were rated more positively by their teachers…

The document reports findings of a 1988-89 survey of all school districts in New Jersey to determine the status of gifted education. Major findings included the following: a total of 122,626 New Jersey students were identified and served during the 1988-89 school year; a larger percentage (11.3%) of the total school population was served than in…

The effects of a pull-out enrichment program (Purdue Three-Stage Model) on 10 families of participating students were explored in this retrospective study. Subjects were high school seniors (and their families) who had participated in the program during elementary school. In most cases, the program had a positive influence on both family…

A series of studies with learning disabled (LD) elementary grade students in eight schools investigated the relationship between class placement (regular class, part time regular class, or special class) and self concept. Ss were administered the Piers Harris Children's Self Concept Scale before and after placement changes. Results included the…

The social/emotional impact of a gifted pullout program (grades 3-5) on participants (N=301) was evaluated through surveys administered to gifted and non-gifted students, staff, and parents. Elitism, social interactions, and peer/teacher expectations were examined. Results suggested either a neutral or supportive effect on program participants.…

This retrospective study evaluated an elementary pull-out program based on the Purdue Three-Stage Model. Perceptions of students and families when the students were seniors in high school indicated the program was seen as having a long-term positive impact on the cognitive, affective, and social development of most participating students.…

This study examined whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts to eight gifted minority students (grades 2-5) in a pull-out program. An alternating treatment design was used. The inquiry was divided into two phases, mnemonics and lecture. A total of eight sessions were…