Handbook of Gifted Education
Handbook of Gifted Education

Author: Nicholas Colangelo

Publisher: Allyn & Bacon

Published: 2003

Total Pages: 0

ISBN-13: 9780205340637

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Written by well-known scholars in the field, Handbook of Gifted Education is the most complete book in the field of gifted education and contains an excellent balance of research and practical applications. This book includes topics such as high-risk gifted learners, the development of social skills in gifted learners, the science and politics of intelligence, creativity; thinking skills, exceptional special abilities, theory and conceptions of creativity, transforming gifts into talents, gifted education in rural schools, and technology in gidted education. Teachers of special education.

The Routledge International Companion to Gifted Education
The Routledge International Companion to Gifted Education

Author: Tom Balchin

Publisher: Routledge

Published: 2009

Total Pages: 402

ISBN-13: 0415461375

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An authoritative guide to the new ideas and controversies that are likely to form the basis of gifted education discussion and policy-making around the world during the next decade and beyond.

Academic Achievement with Cooperative Learning Using Homogeneous and Heterogeneous Groups
Academic Achievement with Cooperative Learning Using Homogeneous and Heterogeneous Groups

Author: Patricia Joanna Wyman

Publisher:

Published: 2018

Total Pages: 86

ISBN-13:

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Cooperative learning is a proven teaching strategy that teachers have been using for over 40 years. Teachers often group students heterogeneously so that students that are lower achieving are learning from higher achieving students and higher achieving students support and solidify their learning by restating and re-teaching to their lower achieving partners. The purpose of this study was to test homogeneous and heterogeneous grouping while using cooperative learning teaching structure. This dissertation aimed to answer the question, should students be grouped homogeneously or heterogeneously while participating in cooperative learning. The research design for this study was quantitative, quasi-experimental. A convenience sample of fifth-grade students was drawn from a Georgia Christian elementary school in the 2017-2018 school year. The data were analyzed using paired and unpaired T-test. The independent samples t-test was run to compare the scores from the FOSS Survey/Posttest, and the analysis showed no significant difference between the homogeneous and heterogeneous posttest scores. Both groups made significant gains, however in this study the grouping did not have a significant impact on the difference in posttest scores for the two groups.