The Effects of grouping and curriculum on the self-concept of gifted children

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Title: The Effects of grouping and curriculum on the self-concept of gifted children
Author: Beaman, Valerie A.
Abstract: The Big-Fish-Little-Pond Effect predicts gifted students educated in heterogeneous settings develop higher academic self-concept than those educated in homogeneous settings. Academic self-concept of students in multi-age classroom using the Primary Years International Baccalaureate Program (Primary IB) was compared to academic self-concept of students in single-aged classroom learning traditional curriculum. Data were collected (<italic>N<italic>=65) on third and fourth-graders using the Self-Description Questionaire (Marsh, 1992). It was hypothesized that gifted and non-gifted students educated in multi-age classrooms taught with Primary IB have higher academic self-concept than children in single age classrooms. Results of 2x2 ANOVA indicated no significant differences between gifted and non-gifted students in these settings. In this study, academic grouping and curriculum have no significant effect on student's academic self-concept.
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Date: 2009-06-08

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