The present article describes the results of two surveys camparing the perceptions of educators of gifted students with the perceptions of mainstream educational personnel in middle schools and those specializing in cooperative learning. The results indicated a major gulf between the of mainstream educators and those of educators of the gifted. In the case of middle schools, the disagreement focused on the value of ability grouping and the social consequences of being labeled gifted. In the case of cooperative learning, there were major differences across the board on practically all items.
The authors conclude that it is in the interest of all concerned to have more extensive dialogue between educators of the gifted and members of the educational reform movement.
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