1. Heterogeneous Grouping and Gifted Students Karen Shoyket Karen Shoyket Education 702.22- Fall 2008 Professor O’Connor-Petruso

2. Table of Contents Introduction -Statement of the Problem -Review of Related Literature -Statement of the Hypothesis

3. Statement of Problem Various literature emphasis the impact of gifted or high ability students placement into heterogeneous groups/ and or classroom settings. This study will focus on, and address the following question; Do heterogeneous classrooms benefit gifted students achievement?

4. Review of Related Literature

5. Literature Review Various literature emphasizes the implementation of instructional strategies that may be used to benefit the gifted population. These strategies include: a. ability grouping (Kulik, 1992 ; Tieso, 2003) b. differentiation of instruction (Cutler,1996); c. enrichment activities (Cassady, Speirs Neumeister, Adams, Cross, Dixon & Pierce, 2004).

6. Literature Review Gifted students placed in heterogeneous classrooms or groups will develop frustration and anxiety, and lower self esteem. ( Benson, 2002; Holloway, 2003; Rogers, 2002; Cramond, Benson,& Martian, 2002). Gifted students will not be given ample learning opportunities when placed in mixed ability settings due to the material and the pace of instruction.(Lou, Abrami,Spence, Poulsen, Chambers,d’Apollonia,1996). Students of high ability, when placed in homogenous classrooms, will have deeper abstract conversations, work more collaboratively, and produce better quality work.(Sheppard & Kanevsky,1999; Fuchs, Fuchs, Hamlett & Karns, 1998;Shields, 1996).

7. Literature Review Gifted students benefit from being placed in mixed ability classrooms and their academic performance is not effected by it (Melser, 1999). Gifted students may be educated in mixed ability groups if teachers are properly trained (Knobel & Shaughnessey, 2002; Cramond, Benson,& Martian, 2002; Davalos & Griffin,1999). Gifted students may be served in heterogeneous classrooms if proper accommodations are made and differentiation of instruction occurs (Tomlinson, 2001;Tieso, 2003).

8. Hypothesis Heterogeneous grouping accompanied by differentiated instruction and proper teacher training will academically benefit 15 gifted students in a class of 23 students in grade five at P.S. 153 Brooklyn, New York.