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Cluster Grouping Coast to Coast [microform] / Patricia A. Schuler
Bib ID 5622007
Format BookBook, MicroformMicroform, OnlineOnline
Author
Schuler, Patricia A
 
Online Versions
Description [Washington D.C.] : Distributed by ERIC Clearinghouse, 1998 
9 p. 
Summary

This paper discusses the results of a survey that investigated how 69 school districts associated with the National Research Center on the Gifted and Talented were implementing cluster grouping to meet the intellectual, social, and emotional needs of gifted students. Results from the survey indicate: (1) the majority of school districts did not have an official policy on cluster grouping; (2) advantages of cluster grouping included cost effectiveness, increases in intellectual stimulation, the ability for students to move rapidly through the curriculum and work in their interest area, and teachers taking more responsibility for the needs of gifted children; and (3) disadvantages to cluster grouping included difficulty in the implementation process, lack of teacher training and funds for inservice, inability to meet the needs of highly gifted students, and resentment toward cluster teachers and gifted students. Recommendations for planning a cluster group are provided and include: develop criteria for selecting students, define the qualifications of and the selection process for the teachers, plan the differentiated experiences for the cluster of gifted students, and plan for support services and special resources. (CR)

Notes

Availability: National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Administrator Attitudes.  |  Cluster Grouping.  |  Elementary Secondary Education.  |  Gifted.  |  Grouping (Instructional Purposes)  |  Instructional Effectiveness.  |  Program Implementation.  |  School Districts.  |  Student Needs.  |  Surveys.  |  Teacher Attitudes.
Form/genre Reports, Research.
Other authors/contributors National Research Center on the Gifted and Talented, Storrs, CT
Available From ERIC 
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008 080220s1998    xxu ||| bt    ||| | eng d
035 |9(ericd)ED424710
037 |aED424710|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aSchuler, Patricia A.
245 1 0 |aCluster Grouping Coast to Coast|h[microform] /|cPatricia A. Schuler.
260 |a[Washington D.C.] :|bDistributed by ERIC Clearinghouse,|c1998.
300 |a9 p.
500 |aAvailability: National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.|5ericd
500 |aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.|5ericd
520 |aThis paper discusses the results of a survey that investigated how 69 school districts associated with the National Research Center on the Gifted and Talented were implementing cluster grouping to meet the intellectual, social, and emotional needs of gifted students. Results from the survey indicate: (1) the majority of school districts did not have an official policy on cluster grouping; (2) advantages of cluster grouping included cost effectiveness, increases in intellectual stimulation, the ability for students to move rapidly through the curriculum and work in their interest area, and teachers taking more responsibility for the needs of gifted children; and (3) disadvantages to cluster grouping included difficulty in the implementation process, lack of teacher training and funds for inservice, inability to meet the needs of highly gifted students, and resentment toward cluster teachers and gifted students. Recommendations for planning a cluster group are provided and include: develop criteria for selecting students, define the qualifications of and the selection process for the teachers, plan the differentiated experiences for the cluster of gifted students, and plan for support services and special resources. (CR)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAdministrator Attitudes.|2ericd
650 1 7 |aCluster Grouping.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 1 7 |aGifted.|2ericd
650 1 7 |aGrouping (Instructional Purposes)|2ericd
650 1 7 |aInstructional Effectiveness.|2ericd
650 0 7 |aProgram Implementation.|2ericd
650 0 7 |aSchool Districts.|2ericd
650 0 7 |aStudent Needs.|2ericd
650 0 7 |aSurveys.|2ericd
650 0 7 |aTeacher Attitudes.|2ericd
655 7 |aReports, Research.|2ericd
710 2 |aNational Research Center on the Gifted and Talented, Storrs, CT.
856 4 1 |uhttps://eric.ed.gov/?id=ED424710
984 |aANL|cmc 2253 ED424710|d77000000425431
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