Annotated Bibliography

Review of Literature


Brody, L. E. (2001). The Talent Search Model for meeting the academic needs of gifted and talented students. Gifted and Talented International, 16(2), 99-102.

No abstract available.

Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: a review of the issues. Journal of Learning Disabilities, 30(3), 282-286.

No abstract available.

DeLacy, M. (1996). Acceleration of gifted students: A background paper created for the Portland Public School District Talented and Gifted Advisory Committee. [On-line]. Available: http://home. pacifier.com/~mdelacy/margaret/accelera.htm

No abstract available.

Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36(2), 63-67.

This article reviews the literature on grouping and argues for flexible grouping of students according to ability and achievement levels and maintains that grouping gifted students heterogeneously and providing cooperative learning leads to lowered achievement and motivation and poorer attitudes toward school for gifted students.

Gallagher, J. J. (1966). Research Summary on Gifted Child Education. IL: Department of Program Development for Gifted Children, Office of the Superintendent of Public Instruction.

Research is summarized and analyzed in this revision of the author's 1960 "Analysis of Research on the Education of Gifted Children," which was used as a guide in the construction and implementation of the Illinois Plan for Program Development for Gifted Children. Information is provided on identification and definition and on characteristics of gifted children. Also discussed are the highly creative child and the underachieving gifted child (attention is given to talent from culturally different groups). Consideration of intervention includes research design and stresses three areas of intervention: the administrative, instructional, and adjunctive. Needed personnel and research development programs in Illinois are treated. Additional research is cited. The bibliography contains over 200 items, dated from approximately 1925 through 1966, and the reference list annotates 32 items.

Gross, M. U. M., & van Vliet, H. E. (2003). Radical acceleration of highly gifted children: An annotated bibliography of international research. Sydney, Australia: Templeton Foundation.

This annotated bibliography summarizes and critiques a range of academic articles concerning the incidence and effects of radical educational acceleration. They comprise research papers, descriptive articles, personal accounts, literature reviews, conference papers, book chapters, and a guidebook. Research papers outline individual case studies, multiple case studies, cohort studies, and biographical accounts of radical acceleration. Some studies are longitudinal in nature, while others are cross-sectional and comparative. Methodologies employed in the studies reported include questionnaires, surveys, interviews, tests of achievement, tests of ability, personality and self-esteem inventories, and measures of social adjustment.

Gross, M. U. M., & Vliet, H. E. van (2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, 49(2), 154-171.

No abstract available.

Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341.

No abstract available.

Reynolds, M. (Ed.) (1962). Early school admission for mentally advanced children. Washington, DC: Council for Exceptional Children.

Research and school system policies on early admission are reviewed in this publication. Articles include (1) "The Early Admission Issue" by Maynard C. Reynolds, (2) "Review of Research on Early Admission" by Maynard C. Reynolds and others, (3) "The Brookline Massachusetts Program of Early Admission to Kindergarten" by James R. Hobson, (4) "The Early Admission Program in Evanston, Illinois" by Vera V. Miller, (5) "The Early Admission Program in Minneapolis, Minnesota" by Sarah F. Holbrook, and (6) "Twelve Years of Early Admission in Nebraska" by Marshall S. Hiskey. A 110-Item bibliography is included.

Rogers, K. B. (2002). Grouping the gifted and talented: Questions and answers. Roeper Review, 24(3), 102-107.

Five questions about the academic, psychological, and socialization effects on gifted and talented learners of grouping for enrichment, of cooperative grouping for regular instruction, and of grouping for acceleration are addressed. Analysis of 13 research syntheses supports sustained periods of instruction in like-ability groups for gifted and talented students.

Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.

No abstract available.

Rogers, K.B. (1992). A best-evidence synthesis of research on acceleration options for gifted students. Retrieved April 2, 2008, from GT-CyberSource Article Library.

No abstract available.

Rotigel, J. V., & Lupkowski-Shoplik, A. (1999). Using talent searches to identify and meet the educational needs of mathematically talented youngsters. School Science and Mathematics, 99(6), 330-337.

No abstract available.

Slavin, R. E. (1987). Grouping for instruction in the elementary school. Educational Psychologist, 22(2), 109-127.

Focuses on two major categories (between class and within class) found in research on the achievement effect of grouping. Among between-class ability grouping plans, research supports the achievement effects of the Joplin Plan (described by C. Floyd, 1954) and related programs in which students are regrouped across grade lines for reading and/or mathematics only. In contrast, research on ability-grouped class assignment, where students are assigned to self-contained classes by ability, consistently fails to support this practice. Research on special programs for the gifted and for students with mild academic handicaps tends to support acceleration and mainstreaming, respectively. Use of cooperative, heterogeneous learning groups also has consistently positive achievement effects if the groups are rewarded based on the learning of all group members.

Swiatek, M. A. (1993). A decade of longitudinal research on academic acceleration through the Study of Mathematically Precocious Youth. Roeper Review, 15(3), 120-124.

No abstract available.

Tomlinson, C. A. (1994). Middle school and acceleration: Guidance from research and the kids. Journal of Secondary Gifted Education, 5(4), 42-51.

This article examines available literature on a variety of options for accelerated learning in middle school. Different forms addressed include concurrent enrollment, guided independent study, combined enrollment, out-of-school acceleration, self-paced instruction, grade skipping, and differentiated or advanced class enrollment. A list of questions for educators and parents to ask in examining a student's accelerated learning options is provided.