Resource Consultation Model for Gifted Elementary Students: A Case Study

Results of the study indicated that cluster grouping of enrichment students had a positive impact on non-identified students who were enrolled in the enrichment cluster classrooms. The had greater access to academic challenge than non-identified students who were not enrolled in enrichment cluster classrooms. In addition, although administrators and teachers viewed differentiation of core curriculum as the cornerstone of the Enrichment Cluster Program, this differentiation often was not based upon the academic needs of individual students, but rather was more of a set enrichment program that was provided to all identified students regardless of individual strengths or interests. Furthermore, all interviewed expressed concern over what was viewed as the challenge of identifying the right students for the program. Finally, although there were commonalities, the Enrichment Cluster Program was implemented differently in each building depending upon the philosophy of the principal toward the program. This was most evident in the number of identified students assigned to each cluster classroom.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Sloat, Linda Sue Clizer

Contributors dc:contributor

• Nancy Hertzog

• Education, Elementary

Language dc:language

eng

Identifier

(MiAaPQ)AAI3131026

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79791