Lessons Learned About Educating the Gifted and Talented

By K. Rogers. 2007

386 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b62c97761ccd5ee4473afca4dd23eeee13fce36b

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Challenges Facing Rural Schools: Implications for Gifted Students (2009, neutral): “In fact, the types of traditional instruction that teachers use in service of test preparation are far less challenging than the active and investigatory approaches to instruction that serve gifted students so well (Rakow, 2008; Rogers, 2007).”
When Less Is More: Effects of Grade Skipping on Adult STEM Productivity Among Mathematically Precocious Adolescents (2013, background): “Empirical research on the short-term effects of specific forms of grade-based acceleration, such as early entrance to kindergarten and early entrance to college, has been supportive (Kulik & Kulik, 1984; Rogers, 2007; Stanley, 1973; Swiatek & Benbow, 1991).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “As gifted students advance through school, they are often placed in classrooms that are grouped homogeneously by ability (Rogers, 2007), which may alter their academic self-concept.”
Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K (2012, background): “In fact, Rogers (2007) found more empirical research studies than descriptive literature articles for only 5 of the 55 lesson elements or practices she reviewed.”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “Full-time ability grouping has been shown to have the most beneficial effects on the academic achievement of highly able students (Kulik & Kulik, 1997; Slavin, 1986) including the gifted (e.g., Goldring, 1990; Hattie, 2002; Rogers, 1993, 2007; Shields, 2002), compared to students of lower ability.”
Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, background): “…planned in the light of research findings that gifted and talented (G&T) students benefit from discussing their work together: the main impact was in the development of a learning community, very much like Rogers (2007) refers to, whereby pupils of similar ability can talk freely about their work.”
Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study (2010, background): “Support for the use of enrichment by itself, while positive, is less compelling (Rogers, 2007).”