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Gifted pull-out
Gifted pull-outs (also called "send-out" or "resource" programs) 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.〔Rogers, Karen B, Ph.D., ''Re-forming Gifted Education'' (Great Potential Press, Scottsdale, AZ, 2002), pp. 219.〕 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.〔http://www.davidsongifted.org/db/StatePolicy.aspx〕
==Criticism==
Research has suggested that there are benefits to grouping gifted children together for the majority of the school day,〔Rogers, Karen B, Ph.D., ''The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner'', (The National Research Center on the Gifted and Talented, 1991 ) p. xiii.〕 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 72% of school districts using the pull-out approach despite this method being generally unsuccessful.〔"Part II. The Current Status of Education for the Nation's Most Talented Students," in ''National Excellence: A Case for Developing America's Talent (online). Washington, DC: U.S. Department of Education, 1993〕 This lack of effectiveness has been echoed in more recent literature.〔Davidson, Jan and Bob, with Vanderkam, Laura (Simon & Schuster Paperbacks, NY, NY, 2004) ''Genius Denied: How to Stop Wasting Our Brightest Young Minds'', p. 67.〕 Likewise, Borland (2003) concludes that pull-out programming is generally unproductive.〔Borland, James, ed., "The Death of Giftedness", ''Rethinking Gifted Education'' (New York: Teachers College Press, 2003).〕 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.〔Rogers, ''Re-forming...'', p. 221.〕 Ironically, Winebrenner (2001) recommends those same ineffective practices, including creative problem solving, chess, logic puzzles, and academic competitions.〔Winebrenner, Susan, Teaching Gifted Kids in the Regular Classroom (Free Spirit Publishing, Inc, Minneapolis, MN, 2001), p. 196.〕 Oddly, Winebrenner also recommends that students selected for pull-out should be those who are capable in the areas the pull-out will address.〔Winebrenner, p. 195.〕 This is exactly the opposite of the approach recommended by most gifted literature, which argues for matching the instruction ''to the student,'' not vice versa. Jan and Bob Davidson of the Davidson Institute for Talent Development criticize pull-outs in their book, ''Genius Denied: How to Stop Wasting Our Brightest Young Minds.'' 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." However, pull-out programs, when properly implemented, can be used to complement cluster grouping〔Winebrenner, Susan, and Devlin, Barbara, ''Cluster Grouping Fact Sheet: How to Provide Full-Time Services for Gifted Students on Limited Budgets''〕 and other in-class differentiation.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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