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359 - Gifted Child Quarterly http/gcq.sagepub.com Cognitive...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986207306320 2007; 51; 359 Gifted Child Quarterly Marcia A. B. Delcourt, Dewey G. Cornell and Marc D. Goldberg Cognitive and Affective Learning Outcomes of Gifted Elementary School Students http://gcq.sagepub.com/cgi/content/abstract/51/4/359 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/51/4/359 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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Cognitive and Affective Learning Outcomes of Gifted Elementary School Students Marcia A. B. Delcourt Western Connecticut State University Dewey G. Cornell The University of Virginia Marc D. Goldberg Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services Abstract: This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year. Subjects were from 14 different school districts in 10 states and included African American and Caucasian/ non-Hispanic students. The study compared students enrolled in gifted programs (special school, separate class, pull- out, within-class), high-achieving students from districts in which no program was available at the designated grade levels, and nongifted students in regular classrooms. This project focused on academic and affective student outcomes through multiple administrations of an achievement test, a self-perception survey, and a motivation inventory. In addi- tion to comparing programs in general, an important dimension of the project was to examine characteristics of students from traditionally underserved populations. This was accomplished by including the variables of racial/ ethnic status and the social status of participants. Results revealed that there were differences in cognitive and affec- tive outcomes across program types. Therefore, it is strongly advised that educators conduct ongoing evaluations of their programs to be better able to monitor and address all students’ needs. Putting the Research to Use: The main purpose of this study was to improve our understanding of the cognitive and affective outcomes of students in gifted programs, rather than to ascertain which program was “best.” Results showed that no single program fully addressed all the psychological and emotional needs of gifted students. In terms of
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