A needs assessment of gifted education for French immersion students in Canadian elementary schools.

This study investigates a select population of Canadian elementary school children, namely, gifted students in French immersion programs. Survey data were gathered from the Canadian Ministries of Education, school boards with full French immersion, and publishers of immersion resources. The study concentrates on eight areas: provincial/territorial supports for French immersion and gifted immersion programs; the influence of location and time on the implementation of gifted immersion; identification methods and measures; comparison of distribution between gifted immersion and gifted mainstream classes; staffing; methods of program delivery; target grades for gifted programs; curriculum needs and resources. Implications and recommendations, based on the results, are outlined and elaborated. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1989 .C665. Source: Masters Abstracts International, Volume: 30-03, page: 0465. Chair: John Meyer. Thesis (M.Ed.)--University of Windsor (Canada), 1989