Abstract
The purpose of this study was to develop a gifted program that could be used by regular classroom teachers and to compare the cognitive achievement outcomes of gifted students in this new program with similar students in a program taught by a teacher specialist in gifted education. Results indicated that an effective gifted education program for use by regular classroom teachers could be devised. Additionally, when regular classroom teachers used this program, which was characterized by clearly defined and articulated objectives, adequate teacher inservice and monitoring activities, a direct instruction component, and a rigorous evaluation system, they produced the same cognitive gains as teacher "gifted" specialists.
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