102:
72% of school districts using the pull-out approach despite this method being generally unsuccessful. This lack of effectiveness has been echoed in more recent literature. Likewise, Borland (2003) concludes that pull-out programming is generally unproductive. Specifically, this is because pull-outs are composed of a hodge-podge of critical thinking, logic puzzles, and random subjects (like mythology) which are unlikely to result in any significant academic progress because they are not tied directly to the core curriculum. Winebrenner (2001) recommends those same ineffective practices, including creative problem solving, chess, logic puzzles, and academic competitions. Oddly, Winebrenner also recommends that students selected for pull-out should be those who are capable in the areas the pull-out will address. This is exactly the opposite of the approach recommended by most gifted literature, which argues for matching the instruction
115:
claim that the learning needs of advanced students are too important to be restricted to the day(s) on which their gifted class is scheduled. Furthermore, as they also point out, students can be penalized for missing their regular class (for example, by missing a class field trip), and sometimes teachers resent the pull-out teacher taking the strongest students out of their class. And perhaps most worrisome, the work in withdrawal gifted classes is often not differentiated for learning needs or properly integrated into children’s other studies. However, pull-out programs, when properly implemented, can be used to complement
93:) are an educational approach in which gifted students are removed (or "pulled-out") from a heterogeneous (mixed-ability) classroom to spend a portion of their time with academic peers. Pull-outs tend to meet one to two hours per week. The students meet with a teacher to engage in enrichment or extension activities that may or may not be related to the curriculum being taught in the regular classroom. Pull-out teachers in some states are not required to have any formal background in gifted education.
25:
145:
The gifted specialist needs time to communicate with other teachers to map the extension and enrichment work to the core curriculum. Research shows that such systematic extension can result in substantial academic gains. Similar gains in critical and creative thinking can be made in annual programs
114:
On page 47, they say, "Most pull-out programs provide little beyond a creative outlet--and since districts that offer such programs claim they are helping gifted children when they aren't, they are often worse than no programs at all." Matthews and Foster also criticize pull-out gifted classes. They
101:
Research has suggested that there are benefits to grouping gifted children together for the majority of the school day, which suggests that the limited meeting times and durations of gifted pull-out groups may have limited benefits for the gifted children. A 1993 U.S. Government report found up to
138:
Regular classroom teachers should not schedule tests, special events, or new topics during the pull-out. Pull-out students can prove their mastery of the regular classroom material by answering a small subset of the problems containing the most challenging
189:
Pull-outs are generally more successful in elementary school because middle and high school scheduling becomes problematic and the higher grades typically offer more options for advanced work and extracurriculars than the lower
200:
Pull-outs may be perceived erroneously by parents, teachers, and administrators as the entire solution to gifted education, while they should actually play a supplementary role to daily differentiated work in the regular
132:
The content covered in gifted pull-outs may be academically beyond the ability of the students' regular classmates. If other students could do the work, they should be allowed to participate.
135:
The regular class should be informed that pull-out participation does not make another student a better person. Similarly, participants should be discouraged from bragging.
35:
149:
A 90-minute one-size-fits-all solution for every gifted child is inappropriate. Pull-outs must be part of a larger context including in-class
186:
Pull-outs are an effective venue for working on social and emotional issues and interpersonal skill deficits encountered by gifted children.
469:
Vaughn, V.L., Feldhusen, J.F., & Asher, J.W. (1991). Meta-analyses and review of research on pull-out programs in gifted education.
204:
Children are often expected to make up work that was missed during pull-out, which frequently is not challenging to them to begin with.
107:
223:
Regular educators may feel that they themselves could easily teach the program and, therefore, resent the gifted exceptionality.
362:
Winebrenner, Susan, Teaching Gifted Kids in the
Regular Classroom (Free Spirit Publishing, Inc, Minneapolis, MN, 2001), p. 196.
313:
National
Excellence: A Case for Developing America's Talent (online). Washington, DC: U.S. Department of Education, 1993
69:
669:
243:
177:. The gifted specialist should work with the regular classroom teacher to design these accommodations.
150:
120:
674:
397:
Cluster
Grouping Fact Sheet: How to Provide Full-Time Services for Gifted Students on Limited Budgets
51:
180:
Pull-outs should encourage struggling to learn, facing challenges, and learning from mistakes,
323:
Davidson, Jan and Bob, with
Vanderkam, Laura (Simon & Schuster Paperbacks, NY, NY, 2004)
233:
158:
47:
300:
The
Relationship of Grouping Practices to the Education of the Gifted and Talented Learner
8:
43:
311:"Part II. The Current Status of Education for the Nation's Most Talented Students," in
170:
162:
207:
Communication with the regular classroom teacher can break down, and oftentimes, does.
253:
154:
285:
382:
248:
238:
116:
166:
663:
302:, (The National Research Center on the Gifted and Talented, 1991 ) p. xiii.
142:
A single, larger block of time is preferable to two or more smaller blocks.
174:
254:
A Nation
Deceived: How Schools Hold Back America's Brightest Students
644:
220:
Regular educators may resent the missing of important classwork.
654:
286:"Gifted Education in the U.S. - State Policy & Legislation"
649:
112:
Genius Denied: How to Stop
Wasting Our Brightest Young Minds.
621:
Genius Denied: How to Stop
Wasting Our Brightest Young Minds
325:
Genius Denied: How to Stop
Wasting Our Brightest Young Minds
458:
Educating able learners: Programs and promising practices.
655:
Neag Center for Gifted
Education and Talent Development
275:(Great Potential Press, Scottsdale, AZ, 2002), pp. 219.
126:
661:
336:Borland, James, ed., "The Death of Giftedness",
456:Cox, J., Daniel, N., & Boston, B., (1985).
619:Davidson, Jan and Bob, with Vanderkam, Laura,
633:Teaching Gifted Kids in the Regular Classroom
106:not vice versa. Jan and Bob Davidson of the
32:The examples and perspective in this article
183:Assigning pull-out homework is advantageous.
395:Winebrenner, Susan, and Devlin, Barbara,
340:(New York: Teachers College Press, 2003).
213:The pull-out curriculum may be viewed as
210:Regular educators may resent the program.
108:Davidson Institute for Talent Development
70:Learn how and when to remove this message
662:
380:Matthews, D. and Foster, J. (2009).
18:
110:criticize pull-outs in their book,
13:
613:
383:Being Smart about Gifted Education
14:
686:
638:
23:
601:
592:
583:
574:
565:
556:
543:
530:
521:
512:
503:
494:
485:
476:
463:
460:Austin, TX: University of Texas
450:
441:
432:
419:
410:
401:
389:
374:
194:
127:Success Factors/Recommendations
365:
356:
343:
330:
317:
305:
292:
278:
265:
1:
259:
96:
7:
627:Re-forming Gifted Education
338:Rethinking Gifted Education
273:Re-forming Gifted Education
227:
46:, discuss the issue on the
10:
691:
471:Gifted Child Quarterly, 35
244:Differentiated instruction
157:, subject and whole-grade
217:perhaps unjustifiably so.
625:Rogers, Karen B, Ph.D.,
298:Rogers, Karen B, Ph.D.,
271:Rogers, Karen B, Ph.D.,
491:Davidsons, pp. 164-165.
645:The Davidson Institute
234:Academic acceleration
670:Educational programs
631:Winebrenner, Susan,
527:Winebrenner, p. 195.
518:Winebrenner, p. 195.
509:Winebrenner, p. 195.
500:Winebrenner, p. 195.
447:Winebrenner, p. 195.
438:Winebrenner, p. 195.
416:Winebrenner, p. 195.
407:Winebrenner, p. 194.
371:Winebrenner, p. 195.
52:create a new article
44:improve this article
34:may not represent a
16:Educational approach
119:and other in-class
161:(grade skipping),
650:A Nation Deceived
163:distance learning
155:independent study
146:for those topics.
91:resource programs
80:
79:
72:
54:, as appropriate.
682:
675:Gifted education
608:
605:
599:
596:
590:
587:
581:
578:
572:
569:
563:
560:
554:
547:
541:
534:
528:
525:
519:
516:
510:
507:
501:
498:
492:
489:
483:
480:
474:
467:
461:
454:
448:
445:
439:
436:
430:
423:
417:
414:
408:
405:
399:
393:
387:
378:
372:
369:
363:
360:
354:
347:
341:
334:
328:
321:
315:
309:
303:
296:
290:
289:
288:. 15 March 2021.
282:
276:
269:
249:Gifted education
239:Cluster grouping
117:cluster grouping
83:Gifted pull-outs
75:
68:
64:
61:
55:
27:
26:
19:
690:
689:
685:
684:
683:
681:
680:
679:
660:
659:
641:
616:
614:Further reading
611:
606:
602:
597:
593:
588:
584:
579:
575:
570:
566:
561:
557:
548:
544:
535:
531:
526:
522:
517:
513:
508:
504:
499:
495:
490:
486:
481:
477:
468:
464:
455:
451:
446:
442:
437:
433:
424:
420:
415:
411:
406:
402:
394:
390:
379:
375:
370:
366:
361:
357:
348:
344:
335:
331:
322:
318:
310:
306:
297:
293:
284:
283:
279:
270:
266:
262:
230:
197:
167:dual enrollment
151:differentiation
129:
121:differentiation
104:to the student,
99:
76:
65:
59:
56:
41:
28:
24:
17:
12:
11:
5:
688:
678:
677:
672:
658:
657:
652:
647:
640:
639:External links
637:
636:
635:
629:
623:
615:
612:
610:
609:
600:
591:
582:
573:
564:
555:
542:
529:
520:
511:
502:
493:
484:
475:
462:
449:
440:
431:
418:
409:
400:
388:
373:
364:
355:
342:
329:
316:
304:
291:
277:
263:
261:
258:
257:
256:
251:
246:
241:
236:
229:
226:
225:
224:
221:
218:
211:
208:
205:
202:
196:
193:
192:
191:
187:
184:
181:
178:
147:
143:
140:
136:
133:
128:
125:
98:
95:
78:
77:
38:of the subject
36:worldwide view
31:
29:
22:
15:
9:
6:
4:
3:
2:
687:
676:
673:
671:
668:
667:
665:
656:
653:
651:
648:
646:
643:
642:
634:
630:
628:
624:
622:
618:
617:
604:
595:
586:
577:
568:
559:
552:
551:Re-forming...
546:
539:
538:Re-forming...
533:
524:
515:
506:
497:
488:
482:Vaughn et al.
479:
472:
466:
459:
453:
444:
435:
428:
427:Re-forming...
422:
413:
404:
398:
392:
385:
384:
377:
368:
359:
352:
351:Re-forming...
346:
339:
333:
326:
320:
314:
308:
301:
295:
287:
281:
274:
268:
264:
255:
252:
250:
247:
245:
242:
240:
237:
235:
232:
231:
222:
219:
216:
212:
209:
206:
203:
199:
198:
188:
185:
182:
179:
176:
173:courses, and
172:
168:
164:
160:
156:
152:
148:
144:
141:
137:
134:
131:
130:
124:
122:
118:
113:
109:
105:
94:
92:
88:
85:(also called
84:
74:
71:
63:
60:February 2022
53:
49:
45:
39:
37:
30:
21:
20:
632:
626:
620:
603:
594:
585:
576:
567:
558:
550:
545:
537:
532:
523:
514:
505:
496:
487:
478:
473:, pp. 92-98.
470:
465:
457:
452:
443:
434:
426:
421:
412:
403:
396:
391:
381:
376:
367:
358:
350:
345:
337:
332:
324:
319:
312:
307:
299:
294:
280:
272:
267:
214:
195:Difficulties
159:acceleration
111:
103:
100:
90:
86:
82:
81:
66:
57:
33:
607:Cox, et al.
598:Cox, et al.
589:Cox, et al.
580:Cox, et al.
571:Cox, et al.
562:Cox, et al.
664:Categories
260:References
201:classroom.
175:mentorship
553:, p. 221.
540:, p. 223.
429:, p. 220.
353:, p. 221.
139:material.
97:Criticism
48:talk page
549:Rogers,
536:Rogers,
425:Rogers,
349:Rogers,
327:, p. 67.
228:See also
87:send-out
42:You may
190:grades.
215:fluff,
50:, or
89:or
666::
386:.
171:AP
169:,
165:,
153:,
123:.
73:)
67:(
62:)
58:(
40:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.