40 matched secondary school faculties were compared on implementation of recommended classroom practices for high performing students. A total of 20 experimental faculties had taken part in a statewide inservice program on guidance and education of gifted students. The remaining 20 control schools had not. Practices counted were cross validated. Experimental teachers used more within classroom activities for enrichment; control teachers used more out of classroom activities. The study indicated that beginning teachers need special aid. When inservice training focused on specific classroom practices, the results were the most successful.
Get full access to this article
View all access options for this article.
References
1.
ApplebaumM. J.A survey of special provisions for the education of academically superior students.The Bulletin of the National Association of Secondary School Principals, 1959, 43, 26–43.
2.
National Education Association.High school methods with superior students.Research on the academically talented student.Washington, D. C.: The Association, 1961.
3.
RothneyJ. W. M.A state-wide approach to the discovery and guidance of superior students.School and Society, 1961, 89, 271–74.
