Classroom interactions of gifted and nongifted fifth graders: A qualitative perspective

This study focused on the impact of gifted students and a pullout program on nongifted students in a heterogeneous classroom of 29 fifth grade students. The school was located in a Midwestern suburban community with 20% of the families affluent and another 20% disadvantaged. The classroom was observed for more than 40 hours during a twelve-week period; during part of this time the class was complete, and during part of the time the gifted students were not present. Interviews were also conducted with 17 students and 3 staff members. Ethnographic methods were used for data collection and analysis; participant observation served as the primary source, and triangulation was provided through interview transcripts, audio and videotapes, and document and artifact collection. Symbolic interactionism provided a theoretical basis for the study. These questions guided the research: Do nongifted students perceive gifted students to be role models? In what ways do patterns of participation and communication in a heterogeneous classroom change when gifted students leave? Do some other students become the academic leaders when gifted students are not present? Does the presence of gifted students intimidate other students? The constant comparison method of analysis generated four categories and multiple properties which were discussed and illustrated with vignettes. Findings indicated that gifted students served as models only for others of similar ability, that the teacher\u27s selection of task assignment has much influence on what happens in the absence of gifted students, and that the nongifted students were not intimidated by the moderately gifted students. All students, however, were intimidated by a very highly gifted student