How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

Abstract

Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children’s parents’ and teachers’ opinions of group work. The present study explored potential differences between these opinions. Parents (n= 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children responded to a researcher-designed telephone interview. Teachers were move favorable to group work, reported their opinions as driven by their pedagogical knowledge regarding its advantages, and perceived parents as competitive and grade-oriented. Parents were less favorable and their opinions were based on their children’s negative experiences. Both groups were aware of each other’s perspective. Reform-based pedagogy, extensively endorsed in gifted education, supports classroom group work. Educators seeking parental support for group work should ensure, beyond learning benefits, a positive experience for gifted students.