A Pastiche of Outcomes for a Teacher-Student Pair: Experiences within a Reading Cluster Group

DOI: 10.4236/ce.2012.31010   PDF   HTML     4,689 Downloads   7,644 Views   Citations


The purpose of this study was to understand the lived experiences of two individuals involved in Project CLUE (Clustering Learners Unlocks Equity), a university-school collaboration. One former third grade teacher (T) and one of her former students (S) participated in this study. A phenomenological case study design was used. T and S were interviewed using a semi-structured interview protocol. The research question that drove the present study was: What are the impacts of a gifted reading curriculum on students within a gifted cluster inside a regular classroom? Three salient themes from an analysis of the interview transcripts emerged. They were: 1) social and affective outcomes, 2) bidirectional motivation for deep learning and exploration, and 3) obstacles to implementation.

Share and Cite:

Miller, A. , Latz, A. , Jenkins, S. & Adams, C. (2012). A Pastiche of Outcomes for a Teacher-Student Pair: Experiences within a Reading Cluster Group. Creative Education, 3, 61-66. doi: 10.4236/ce.2012.31010.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303. doi:10.1598/RRQ.23.3.2
[2] Blanksby, D. C. (1999). Not quite eureka: Perceptions of a trial of cluster grouping as a model for addressing the diverse range of student abilities at a junior secondary school. Educational Studies, 25, 79-88. doi:10.1080/03055699997972
[3] Coleman, L. J. (2001). A “rag quilt”: Social relationships among students in a special high school. Gifted Child Quarterly, 45, 164-173. doi:10.1177/001698620104500302
[4] Coleman, L. J., & Cross, T. L. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
[5] Coleman, M. R. (1995). The importance of cluster grouping. Gifted Child Today, 18, 38-40.
[6] Cross, T. L. (2005). The social and emotional lives of gifted kids. Waco, TX: Prufrock Press.
[7] Delcourt, M. A. B., & Evans, K. (1994). Qualitative extension of the learning outcomes study. Storrs, CT: The National Research Center on the Gifted and Talented.
[8] Dexter, D. K. (1998). Cluster grouping: A strategy for effective teaching. Gifted Child Today, 21, 14-20, 48.
[9] Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36, 63-67. doi:10.1177/001698629203600202
[10] Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.
[11] Gentry, M., & Keilty, B. (2004). Rural and suburban cluster grouping: Reflections on staff development as a component of program success. Roeper Review, 26, 147-155. doi:10.1080/02783190409554260
[12] Gentry, M., & Mann, R. L. (2008). Total school cluster grouping & differentiation: A comprehensive, research-based plan for raising student achievement & improving teacher practices. Mansfield Center, CT: Creative Learning Press.
[13] Gentry, M., & Owen, S. V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-242. doi:10.1177/001698629904300402
[14] Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538. doi:10.1037/0022-0663.82.3.525
[15] Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perecevich, K. C. (2006). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45, 91-117. doi:10.1080/19388070609558444
[16] Hebert, T. P., & Beardsley, T. M. (2001). Jermaine: A critical case study of a gifted black child living in rural poverty. Gifted Child Quarterly, 45, 85-102. doi:10.1177/001698620104500203
[17] Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
[18] Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
[19] Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77. doi:10.1177/001698629203600204
[20] Lewis, C. S. (1954/1998). The chronicles of Narnia. New York: HarperCollins.
[21] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Thousand Oaks.
[22] Lord, B. B. (1984). In the year of the boar and Jackie Robinson. New York: HarperCollins.
[23] Marsh, H. W., Hau, K., & Craven, R. (2004). The big-fish-little-pond effect stands up to scrutiny. American Psychologist, 59, 269-271. doi:10.1037/0003-066X.59.4.269
[24] McInerney, C. F. (1983). Cluster grouping for the gifted, the bottom line: Research-based classroom strategies. St. Paul, MN: LINE Inc.
[25] Mendaglio, S. (2003). Qualitative case study in gifted education. Journal for the Education of the Gifted, 26, 163-183.
[26] Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
[27] Moon, S. M. (1991). Case study research in gifted education. In N. Buchanan & J. Feldhusen (Eds.), Conducting research and evaluation in gifted education (pp. 157-178). New York: Teachers College Press.
[28] Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
[29] Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
[30] Parkinson, D. D. (2001). Securing trustworthy data from an interview situation with young children: Six integrated interview strategies. Child Study Journal, 31, 137-156.
[31] Pierce, R. L., Adams, C. M., Speirs Neumeister, K. L., Cassady, J. C. Dixon, F. A., & Cross, T. L. (2007). Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students. Roeper Review, 29, 113-118. doi:10.1080/02783190709554394
[32] Preckel, F., & Brüll, M. (2008). Grouping the gifted and talented: Are girls most likely to suffer the consequences? Journal for the Education of the Gifted, 32, 54-85.
[33] Reed, S. E., & Westberg, K. L. (2003). Implementing enrichment clusters in a multiage school: Perspectives from a principal and consultant. Gifted Child Today, 26, 26-29.
[34] Rogers, K. B. (1993). Grouping the gifted and talented: Questions and answers. Roeper Review, 16, 8-12. doi:10.1080/02783199309553526
[35] Rogers, K. B. (2001). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press, Inc.
[36] Speare, E. G. (1983). The sign of the beaver. New York: HarperCollins.
[37] Spradley, J. P. (1979). The ethnographic interview. Chicago: Holt, Rinehart, and Winston.
[38] Teno, K. M. (2000). Cluster grouping elementary gifted students in the regular classroom: A teacher’s perspective. Gifted Child Today, 23, 44-53.
[39] Tomlinson, C. A., Callahan, C. M., Tomchin, D. M., Eiss, N., Imbeau, M., & Landrum, M. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282.
[40] USA Today. 92009). Smart kids ignored? Disparities in gifted education reported. (23 November 2009). http://www.usatoday.com/news/education/2009-11-23-gifted-education_N.htm
[41] Vialle, W., Heaven, P. C. L., & Ciarrochi, J. (2007). On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study. Educational Research and Evaluation, 13, 569-586. doi:10.1080/13803610701786046
[42] White, E. B. (1952). Charlotte’s web. New York: HarperCollins.
[43] Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432. doi:10.1037/0022-0663.89.3.420
[44] Williams, L. M., Hedrick, W. B., & Tuschinski, L. (2008). Motivation: Going beyond testing to a lifetime of reading. Childhood Education, 84, 135-141.
[45] Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
[46] Winebrenner, S., & Brulles, D. (2008). The cluster grouping handbook: How to challenge gifted students and improve achievement for all. Minneapolis, MN: Free Spirit Publishing.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.