Abstract
Several aspects are described regarding a three‐year study that examined the similarities and differences between the perceptions of gifted American and Russian students toward the principles of a differentiated curriculum. The American research sample included 19 fifth and sixth grade students who spent 10 days in Moscow living and attending school with their Russian peers. A year later, Russian students and their teachers traveled to the United States to attend school. Data from the research indicate that the Russian students perceived greater difficulty in a differentiated curriculum for gifted students than did the American sample.
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