Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th-through 12th-grade students. Eight teachers who taught 9thand 12th-grade classes and their 60 students were observed. Each teacher was observed during six unannounced observational visits focusing on the characteristics of the learning environments in these unique classroom settings. The authors share insights gained from this case study that can help teachers as they develop learning environments in more traditional classroom settings.

No abstract

No abstract