A Special Science Program for Gifted Elementary School Children

Abstract

EDITORIAL NOTE: This unique program employing the talents of a science teacher could effectively be worked out with similar anticipated success in almost any other subject matter area. In the final analysis, there is nothing to beat a one to one ratio of one superior teacher to one pupil relationship. In order to provide a more vivid picture of the setting in which this unusual science program takes place, Dr. Elkin was asked to supply a little more background information about the school. His response follows.

The Rogers School has an enrollment of just over one thousand and 25% of this enrollment have I.Q.'s of 120 and above. Mr. Wiszowaty is a regularly assigned teacher, paid from Board of Education funds, but does not have a class of his own. He devotes full-time to conferences with pupils on special science projects, and these children are excused from their regular classes to report to his laboratory in our school building. They also come in before school and during recess and lunch periods for additional work on their projects.

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References

Grace, Harry A. "How Real Are Friendships of Gifted and Typical Children in a Program of Partial Segregation?" Exceptional Children, 23 (February, 1957) 199-201.

Mann, Horace A. , and Booth, Nancy L. "Is the Gifted Child a Social Isolate? " Peabody Journal of Education, 35 (January, 1958) 195-6.

Marean, J.H. , and others. "Methods for Teaching the Academically Talented Science Student." Science for the Academically Talented Student. Washington, D.C.: N.E.A. 1959, page 34.

Miller, R.V. "Social Status and Socio-empathic Differences Among Mentally Superior, Mentally Typical, and Mentally Retarded Children ." Exceptional Children, 23 (December, 1955) 114-119.

N. Y. State Education Department. Curriculum Adaptations for the Gifted. Albany, N. Y.: The University of the State of New York, 1958. 17 p.