Date of Award
2012
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Sue Carbary
Abstract
Abstract Teacher training programs in general education often overlook questions of giftedness. This essay draws upon primary and secondary source material to trace the evolution of the term and illuminate the current plurality of definitions. It also explores acceleration and ability-grouping, two practices available to support the needs of children who might be identified as gifted in inclusive school environments. An analysis of research finds that these practices can offer benefits to both the intellectual and the social-emotional development of these young children. Ability-grouping raises valid concerns about equity of educational opportunity, and teachers must be careful to implement this practice in a manner that serves the learning needs of all children, not only those who are deemed gifted.
Recommended Citation
von Gutfeld, S. (2012). Giftedness in the Early Elementary Classroom: History, Theory, and Practice. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/422
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons
Comments
If you are the author of this work, and would like it removed from this repository, please email us at librarian@bankstreet.edu.
Reading and literacy (Program of study)