Five questions about the academic, psychological, and socialization effects on gifted and talented learners of grouping for enrichment, cooperative grouping for regular instruction, and grouping for acceleration are addressed. The conclusions drawn from 13 research syntheses on these practices, conducted in the past 9 years are described. In general, these conclusions support sustained periods of instruction in like‐ability groups for students who are gifted and talented.
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Karen B. Rogers (2002) studied this question.
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