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Peer reviewedBain, Sherry K.; Bourgeois, Shawn J.; Pappas, Danielle N. – Roeper Review, 2003
A survey of 50 teachers of gifted programs (grades K-9) found they had familiarity with at least one or more theory-based models for gifted identification or education. When asked if they follow a specific model, 26 of the teachers stated they did not. Ranking of program goals varied by grades. (Contains references.) (CR)
Descriptors: Ability Identification, Educational Practices, Elementary Secondary Education, Gifted
