Abstract
A variety of beliefs and practices which are central to middle schools tend to have a boomerang effect on gifted learners, causing them difficulties that middle schools hope to alleviate for other learners. These beliefs and practices often focus on potentially competing goals of student competence vs. student excellence and include such things as grouping, cooperative learning, beliefs about learning and middle school students, what constitutes gifted education, and an absence of clearly defined middle school curricula. It is important to understand how these beliefs and practices work against gifted middle schoolers and what can be done to reverse their negative effects.
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