Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability Primary School. Schack, G. D. February, 1993.
Paper abstract bibtex This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative
@article{schack_research_1993,
title = {Research in {Progress}: {Development} of {Giftedness} in the {Multi}-{Age}, {Multi}-{Ability} {Primary} {School}.},
shorttitle = {Research in {Progress}},
url = {http://eric.ed.gov/?q=multiage&pg=26&id=ED357514},
abstract = {This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative},
language = {en},
urldate = {2015-04-08},
author = {Schack, Gina D.},
month = feb,
year = {1993}
}
Downloads: 0
{"_id":"txdg8qdybCrdAYJsM","bibbaseid":"schack-researchinprogressdevelopmentofgiftednessinthemultiagemultiabilityprimaryschool-1993","authorIDs":[],"author_short":["Schack, G. D."],"bibdata":{"bibtype":"article","type":"article","title":"Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability Primary School.","shorttitle":"Research in Progress","url":"http://eric.ed.gov/?q=multiage&pg=26&id=ED357514","abstract":"This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative","language":"en","urldate":"2015-04-08","author":[{"propositions":[],"lastnames":["Schack"],"firstnames":["Gina","D."],"suffixes":[]}],"month":"February","year":"1993","bibtex":"@article{schack_research_1993,\n\ttitle = {Research in {Progress}: {Development} of {Giftedness} in the {Multi}-{Age}, {Multi}-{Ability} {Primary} {School}.},\n\tshorttitle = {Research in {Progress}},\n\turl = {http://eric.ed.gov/?q=multiage&pg=26&id=ED357514},\n\tabstract = {This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative},\n\tlanguage = {en},\n\turldate = {2015-04-08},\n\tauthor = {Schack, Gina D.},\n\tmonth = feb,\n\tyear = {1993}\n}\n\n","author_short":["Schack, G. D."],"key":"schack_research_1993","id":"schack_research_1993","bibbaseid":"schack-researchinprogressdevelopmentofgiftednessinthemultiagemultiabilityprimaryschool-1993","role":"author","urls":{"Paper":"http://eric.ed.gov/?q=multiage&pg=26&id=ED357514"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-07-10T05:08:59.274Z","downloads":0,"keywords":[],"search_terms":["research","progress","development","giftedness","multi","age","multi","ability","primary","school","schack"],"title":"Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability Primary School.","year":1993,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}