A Qualitative Comparative Analysis of Gifted Program Models Based on Student Social Interactions

Abstract

The purpose of this research paper is to provide further insight into the social interactions and relationships of gifted students by addressing a gap in the body of knowledge that does not account for differences in student relationships across differing gifted program models. This study aims to narrow this gap by utilizing a quantitative comparative analysis of elementary gifted and general education students’ survey responses from two differing program models: the school-within-a-school model and the pull-out room model. In doing so, this paper discovered that both program models were generally well integrated and had low rates of bullying between gifted and general education students; however, comparatively the pull-out room model had a better integrated group of students, but a higher rate of reported bullying among its students. These findings provide the body of knowledge surrounding gifted education with further insight into the advantages and disadvantages that the use of one program model over the other can have and serves to better the education of both gifted and general education students.