A rationale is offered for the implementation of full-time programing for gifted students, arguing that scheduling less time does not maximize their potential. Florida programs for the gifted are noted, and suggestions are offered for school district officials who wish to implement similar full-time gifted programs. (JDD)

This article examines recent trends and the literature on grouping with emphasis on possible negative effects of heterogeneous grouping on gifted students. Guidelines from three recent publications all supporting some level of grouping are listed. (DB)

This collection of articles is intended to demonstrate that there is solid research to justify both ability grouping and cooperative learning with gifted students and that each approach should be used judiciously to address particular student needs. Introductory material describes the philosophy and program policy of the Center for Talented Youth…

These four pamphlets in Spanish offer guidelines supported by theory-driven quality research that is problem-based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or topic notes as well as implications for the classroom. The first guide offers principles for teachers concerning the…

This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…

The knowledge base regarding use of instructional grouping in the classroom includes findings from research on effective schools, effective teaching, student academic achievement, student perceptions of self and others, student motivation, student attitudes toward school, and student friendships and interactions in the classroom and school. A…

Summarizes evidence from experimental research, ethnology, anthropology, and history about merits of multiage classrooms. Indicates studies show no consistent benefits of age segregation and some affective and social advantages from multiage grouping. Concludes that multiage and multigrade classrooms are socially and psychologically healthy…

The following strategies are presented for creating conditions in which gifted students consistently move forward academically: curriculum compacting and differentiating for gifted students in heterogeneous classes; pre-testing content; and allowing gifted students to be grouped together to work on alternative tasks during cooperative learning…

This article focuses on the importance of acceleration and grouping for gifted students in the context of school reform and recommends a set of decision-making guidelines for each issue including flexibility in entrance and exit requirements for courses, opportunities for telescoping and grade skipping, various forms of grouping, and independent…

This paper discusses grouping for instruction in teaching science. Suggestions include grouping students in science experiments and demonstrations, grouping by using videotapes and other audiovisual aids, flexible grouping, committee work, flexible discussion groups, minilessons, activity-centered teaching, modeling, individualized reading, and…

Argues that current grading practices in some schools lack consistency in several critical areas, including criteria for failure, absolute or relative standards, and motivation of slower students. Policies are suggested that will help educators develop fairer and more humane marking systems. (TE)

An introductory editorial essay on responding differently to student differences, the theme of this issue of "Educational Leadership." Addresses problems arising from discrimination and tracking, and cites articles that show how dissimilar students can work together. (TE)

This article discusses arguments for and against ability grouping as reflected in the literature and research work. Such tracking problems as segregation, stigma, and elitism are discussed, as are between-class vs. within-class grouping strategies and specifically designed programs for the gifted. (PB)

This article reviews the literature on cooperative learning and ability grouping for gifted students and concludes that grouping, in and of itself, does not affect achievement and that grouping decisions need to be based on educational choices according to students' individual needs. Schools are encouraged to provide both ability grouping and…

This guidebook provides a rationale and guidelines for implementing a student-driven learning approach using enrichment clusters. Enrichment clusters allow students who share a common interest to meet each week to produce a product, performance, or targeted service based on that common interest. Chapter 1 discusses different models of learning.…