Total School Cluster Grouping Model, Research, and Practice
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Total School Cluster Grouping Model, Research, and Practice
Total School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practicerdue UniversityJamie MacDougallPurdue UniversityTotal School Cluster Grouping 1OverviewCluster grouping is a widely recommended and often used strategy for meeting the needs of high achieving students1 in the regular elementary classroom. Its use has gained popularity in recent years because of the Total School Cluster Grouping Model, Research, and Practicemove toward inclusive education, budget cuts, and heterogeneous grouping policies that have eliminated programs for gifted students (Purcell, 1994: ReTotal School Cluster Grouping Model, Research, and Practice
nzulli, 2005; State of the States, 2005; Winebrenner, 2003). When viewed in the larger context of school reform and extending gifted education serviceTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practice highest achieving students in one classroom and affects the composition of all other classrooms, it affects all students and teachers in school. Therefore, cluster grouping should not be viewed as only a program for gifted students, but as a total school program. Through staff development, flexible Total School Cluster Grouping Model, Research, and Practice placement, and grouping integrated with the regular school structure, cluster grouping offers a means for improving curriculum, instruction, and studTotal School Cluster Grouping Model, Research, and Practice
ent achievement.The benefits of cluster grouping include:1Challenging high achievers by placing them together in one classroom, while at the same timeTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practicethe individual academic needs of their students by reducing the range of student achievement levels in all classrooms.3Improving how teachers view their students with respect to ability andachievement..Total School Cluster Grouping 24Improving student achievement among students from all achievement Total School Cluster Grouping Model, Research, and Practicelevels.5Increasing the number of students identified as high achievers; decreasing the number of students identified as low achievers.6Extending gifteTotal School Cluster Grouping Model, Research, and Practice
d education services to more students in the school than simply those students identified as gifted and talented.7Bringing gifted education staff deveTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practiceiding a seamless fit with a continuum of gifted and talented services for students.10Helping teachers work together to plan effective curriculum and instruction for various levels of student achievement and readiness.11On-going assessment and identification of student strengths and abilities.12Offer Total School Cluster Grouping Model, Research, and Practiceing students the opportunity to grow and develop and to receive services that match their current levels of achievement in various subjects.TheoreticaTotal School Cluster Grouping Model, Research, and Practice
l UnderpinningsIn educational settings across the country, meeting the needs of high achieving students isa perpetual struggle. Staff, budget, and resTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practicel School Cluster Grouping 3potentially gifted students often takes a back seat to other educational reforms and priorities.Cluster grouping is a widely recommended and often used strategy for meeting the needs of high achieving, gifted, or high ability students1 in the regular classroom (Balzer & Si Total School Cluster Grouping Model, Research, and Practicewert, 1990;Brown, Archanbault, Zhang, & Westeberg, 1994; Coleman & Cross, 2005; Davis & Rimm, 2004; Hoover. Sayler, & Feldhusen, 1993; Kulik. 2003; LaTotal School Cluster Grouping Model, Research, and Practice
Rose, 1986; Renzulli, 1994; Rogers, 2002; Winebrenner, 2003). The use of cluster grouping has gained popularity in recent years due to heterogeneous gTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practicef the States, 2005;Winebrenner, 2003).Many variations in definitions and applications of cluster grouping have been noted but three non-negotiable components consistently prevail (Gently, 1999). First, groups of students (varying in number from 3 to more than 10) identified as gifted, high achieving Total School Cluster Grouping Model, Research, and Practice, or high ability are placed in classrooms with students of other achievement levels. Second, teachers differentiate curriculum and instruction for thTotal School Cluster Grouping Model, Research, and Practice
e high achieving students in the clustered classroom. Third, the successful teachers of the high ability students have a background and in working witTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPur Total School Cluster Grouping Model, Research, and Practiceo understand the philosophical and structural nuances of cluster grouping, one first needs to consider definitions, history, research, misconceptions, and theoretical underpinnings of such programming. Total School Cluster Grouping Model, Research, and PracticeTotal School Cluster Grouping 0Running head: TOTAL SCHOOL CLUSTER GROUPINGTotal School Cluster Grouping: Model, Research, and PracticeMarcia GentryPurGọi ngay
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