The Effects of Clustering and Curriculum on the Development of Gifted Learners' Math Achievement

Autor/inn/en	Pierce, Rebecca L.; Cassady, Jerrell C.; Adams, Cheryll M.; Speirs Neumeister, Kristie L.; Dixon, Felicia A.; Cross, Tracy L.
Titel	The Effects of Clustering and Curriculum on the Development of Gifted Learners' Math Achievement
Quelle	In: Journal for the Education of the Gifted, 34 (2011) 4, S.569-594 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/016235321103400403
Schlagwörter	Mathematics Achievement; Urban Schools; Gifted; Academic Achievement; Cluster Grouping; Elementary School Students; Curriculum Design; School Districts; Educational Strategies; Mathematics Instruction; Pedagogical Content Knowledge; Cooperative Learning; Classroom Environment; Achievement Gains + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Begabter, Hoch Begabter; Schulleistung; Eingruppierung; Lehrplangestaltung; School district; Schulbezirk; Lehrstrategie; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Achievement gain; Leistungssteigerung
Abstract	There is a paucity of empirical studies dealing with benefits of gifted programming in mathematics for elementary students. The current study reports on the impact of using cluster grouping and specific curriculum to support gifted learners' math achievement in urban elementary schools. Although the results of Year 3 provide the most compelling evidence of success, Year 1 results are included to explain the route taken to achieve those results. The results demonstrated that teachers in a large urban school district can promote academic gains over time for gifted and comparison students provided the curriculum is designed to support learning at varied ability levels, that teachers have sufficient experience with the content to deliver the planned materials appropriately, and that the context of the classroom setting supports collaborative learning and embraces challenge for all learners. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10