Abstract
Meeting the emotional and academic needs of gifted students in specialist or mainstream classrooms has been extensively researched. This study analysed data, from a group of gifted and talented students in a Metropolitan area of Sydney, on academic self-concept and reading and mathematics achievement. From this analysis the interrelationship of academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Results found that academic achievement was enhanced by selective class placement, whereas academic self-concept was diminished for both the experimental and control groups.
Original language | English |
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Pages (from-to) | 7-22 |
Number of pages | 16 |
Journal | TalentEd |
Volume | 25 |
Issue number | 2 |
Publication status | Published - 2008 |