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Self-Contained Classroom

Philosophy and pragmatism are two determinants used to initiate, sustain, or negate self-contained classrooms for gifted students. References to self-contained classrooms are defined as programmatic models or organizational structures and are labeled in a variety of ways: special day classes, full-time ability groups, homogeneous classrooms, and accelerated or enriched classrooms. Traditionally, self-contained classrooms were associated with secondary education by subject to achieve particular goals or outcomes. Regardless of the specific label attributed to this teaching and learning environment, the common features across all the terms is that a self-contained classroom provides for special grouping of students with like ability or aptitude within or across grade levels. This entry describes the history, curriculum and instruction, affective and social outcomes, and debate regarding self-contained classrooms.


Assigning gifted students ...

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