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This study examined the effects of curriculum compacting, a curriculum modification technique for gifted and talented students, with approximately 436 elementary teachers and 783 students in 27 school districts throughout the United States. The study was designed to investigate the types and amount of curriculum content that could be eliminated for high ability students by teachers who received various levels of staff development. It also examined effects of curriculum compacting on students' achievement, content area preferences, and attitudes toward learning. Teachers were randomly assigned to one of four groups, three treatment groups that received increasing levels of staff development or a control group. After receiving staff development services, teachers in each of the treatment groups implemented curriculum compacting for one or two high ability students in their classrooms. A battery of pre/post achievement tests and a questionnaire regarding attitude toward learning were administered to identified students. Results indicated that the compacting process can be implemented in a wide variety of settings with positive effects for both students and teachers. Results also identified effective and efficient methods for training teachers to make appropriate curricular modifications for gifted and talented students. Appendices provide information on treatment and control group instrumentation and eight statistical tables. (Contains approximately 130 references.) (DB)

Descriptors: Academically Gifted, Classroom Techniques, Curriculum Development, Educational Methods, Educational Practices, Elementary Education, Individualized Instruction, Inservice Teacher Education, Instructional Effectiveness, Mainstreaming, Staff Development, Teaching Methods

NRC/GT, The University of Connecticut, 362 Fairfield Rd., U-7, Storrs, CT 06269-2007.

Autor: Reis, Sally M.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9538&id=ED379847

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