Pull Outs

"Pull Outs" are enrichment opportunities that take place outside the general education classroom, typically 1-2 hours each week. The notion that pull outs serve as a working gifted education model is problematic according to Clark (2008)

  • Enrichment intervals are typically too few and far between, usually only 1-2 hours per week.
  • Poor communication between enrichment providers and classroom teachers; interferes with curriciulum continuity; Rogers (2002).
  • No "real curriculum differentiation" is provided within the pull out; it is a one size fits all approach and does not accommodate varying levels of ability.

Teachers might consider "small flexible in class groups" over "Pull Outs"; where curriculum differentiation can be better managed for all levels of ability. See "Small Flexible (within class) Goups" in the footer section.

Online Sources

http://www.gifted.uconn.edu/nrcgt/reports/rm93102/rm93102.pdf
http://www.davidsongifted.org/db/Articles_id_10173.aspx
http://www.hoagiesgifted.org/elitist.htm

Research Citations:

Clark, B. (2008). Growing up gifted. Pearson Education Inc. Upper Saddle New Jersey.
Renzulli, J. S., & VanTassel-Baska, J. (1987). Point-Counterpoint: The Positive Side of Pull-Out Programs and The Ineffectiveness of the Pull-Out Program Model in Gifted Education: A Minority Perspective. Journal For The Education Of The Gifted, 10(4), 245-69
Belcastro, F. P. (1987). Elementary Pull-Out Program for the Intellectually Gifted--Boon or Bane. Roeper Review, 9(4), 208-12.
Rogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az.



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