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Cluster Grouping of Gifted Students: How To Provide Full-Time Services on a Part-Time Budget (page 4)

By — Educational Resource Information Center (U.S. Department of Education)
Updated on Feb 29, 2008

Another disadvantage might arise if the cluster teachers are not expected to consistently compact and differentiate the curriculum. Their supervisor must expect them to maintain the integrity of the program, and must provide the needed support by facilitating regular meetings of cluster teachers, and by providing time for the enrichment specialist to assist the cluster teachers. 

Conclusion

If we do not allow cluster groups to be formed, gifted students may find their achievement and learning motivation waning in a relatively short period of time. Parents of gifted students may choose to enroll their children in alternative programs, such as home schooling or charter schools. The practice of cluster grouping represents a mindful way to make sure gifted students continue to receive a quality education at the same time schools work to improve learning opportunities for all students. 

References

Allan, S. (1991). Ability grouping research reviews: What do they say about grouping and the gifted? Educational Leadership, 48(6), 60-65. 

Feldhusen, J. (1989). Synthesis of research on gifted youth. Educational Leadership, 46(6), 6-11. 

Fiedler, E., Lange, R., & Winebrenner, S. (1993). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 16(1), 4-7. 

Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. Storrs: National Research Center on Gifted and Talented. ED 429 389. 

Hoover, S., Sayler, M., and Feldhusen, J. (1993). Cluster grouping of gifted students at the elementary level. Roeper Review, 16(1), 13-15. 

Kulik, J.A., & Kulik, C-L. C (1990). Ability grouping and gifted students. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education, pp. 178-196. Boston, MA: Allyn & Bacon. 

Rogers, K. (1993). Grouping the gifted and talented. Roeper Review, 16(1), 8-12. 

Schunk, D.H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174. 

From Teaching Gifted Students in the Regular Classroom (2000), by Susan Winebrenner (www.susanwinebrenner.com). 

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