Abstract
At first glance, the fields of gifted education and middle school education share some important beliefs and goals. However, a more detailed look at perspectives of the two fields indicates serious conflicts. Middle school beliefs about what and how middle school students learn, effective ways of organizing for instruction, mainstreaming, delivery of instruction, affective needs of middle school students, and the concept of giftedness itself may run counter to the intellectual and emotional needs of many gifted middle schoolers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
