Cluster grouping of gifted students at the elementary level

An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices

“…Conversely, the literature reveals several concerns about the use of cluster grouping, and these concerns parallel those raised regarding the use ofability grouping in general. These include the effect that removing the brightest students from classrooms has on the students and teachers in these classrooms (Hoover et al 1993;Oakes, 1985;Slavin 1987a), the methods for selecting teachers for the high-achieving cluster classroom Slavin, 1987b), and whether cluster grouping provides appropriate differentiation for the high-achieving students (Delcourt & Evans 1994;McInerney, 1983;Rogers, 1991;Westberg, Archambault, Dobyns, & Salvin, 1993).…”

Cluster Grouping Elementary Gifted Students in the Regular Classroom: A Teacher's Perspective

“…Hoover, Sayler, and Feldhusen (1993) concluded that gifted students should have the opportunity to interact with like-ability peers for intellectual, social, and emotional support. Hoover, Sayler, and Feldhusen (1993) concluded that gifted students should have the opportunity to interact with like-ability peers for intellectual, social, and emotional support.…”

“…She also noted that, if students are clustered but instructional strategies are not changed, then cluster grouping could be a disservice to students. Beyond having trained teachers, Hoover, Sayler, and Feldhusen (1993) determined that another barrier to the successful implementation of cluster grouping is the amount of work required of general education classroom teachers. Winebrenner and Devlin (1996) determined that the success of the cluster grouping strategy depends on how well the general education classroom teachers are trained in curriculum compacting, accelerating the pace of instruction, providing enrichment, and incorporating students' interests into their independent study projects.…”

“…According to Hoover, Sayler, and Feldhusen (1993), the major purpose of cluster grouping is to allow identified gifted students to receive all of their instruction within the regular classroom. Such a strategy is considered to be less disruptive than when students are "pulled out" to receive services.…”

The comparative analysis of satisfaction rate among the public universities talented students with education and all the services provided to them

“…In his idea, most professors have serious problems in dealing with challenging activities and making unison between these activities and learners’ learning interests and styles. [10] In this regard, Archambult states that researches approve of this point that talented students spend most of their time passively in classrooms and face with advanced situations or challenging lesson credits averagely once a month. [11]…”