Gifted Students’ Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping

By Jan Adams-Byers, Sara Squiller Whitsell, S. Moon. 2004

168 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3a7d53963d6bf1fd7864913a96936a58ec385070

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Maureen Neihart
2. Saiying Steenbergen-Hu
3. S. Moon

In Experimental and Cognitive Psychology

1. Anat Silektor
2. Maureen Neihart
3. Z. Shechtman
4. K. Heller
5. Saiying Steenbergen-Hu
6. S. Moon

In Social Psychology

1. Anat Silektor
2. Maureen Neihart
3. Z. Shechtman
4. K. Heller

Citations in the corpus

• The Socioaffective Impact of Acceleration and Ability Grouping (2007, background): “In contrast to those studies that report social or psychological benefits, several studies observed negative socioaffective effects of ability grouping (Adams-Byers et al., 2004; Marsh et al., 1995; Marsh & Hau, 2003; Zeidner & Schleyer, 1999; Zentall et al., 2001).”
• Identification of gifted and talented students. (2004, background): “After a brief introduction with four main questions related to identifying gifted and talented students, this article centres on the following topics: (1) multidimensional conceptions of giftedness as preconditions of suitable identification procedures, (2) functions and benefits vs.”
• Social Competencies and Difficulties of Gifted Children Compared to Nongifted Peers (2012, background): “Satisfaction of need fulfillment is a subscale of the Loneliness Scale, and loneliness is one of the features often attributed to gifted children (Adams-Byers et al., 2004; Robinson, 2002; Winner, 2000).”