Evaluating the effects of full-time vs part-time educational programs for the gifted: Affective outcomes and policy considerations

Keyphrases

• Academic Self-concept 66%
• Achievement Motivation 33%
• Affective Outcomes 100%
• Classroom Environment 33%
• Concept Evaluation 33%
• Cost-benefit Analysis 33%
• Educational Program 100%
• Elementary School children 33%
• Environmental School 33%
• Extension of Time 33%
• Extension Program 33%
• Favorable Attitude 33%
• Gifted Classes 33%
• Gifted Students 33%
• Giftedness 33%
• Homogeneous Class 100%
• Israeli 33%
• Mixed-ability Classes 100%
• Personal Social Profile 33%
• Personal-social 33%
• Planners 33%
• Policy Considerations 100%
• Positive Perceptions 33%
• Program Setting 33%
• School Atmosphere 33%
• School Attitudes 33%
• School Classroom 33%
• School Environment 33%
• School Satisfaction 66%
• Should Be Given 33%
• Social Adjustment 33%
• Student Participation 33%
• Teacher Characteristics 33%
• Teacher-student Relationship 33%
• Test Anxiety 33%

Social Sciences

• Achievement Motivation 33%
• Classroom Environment 33%
• Cost Benefit Analysis 33%
• Educational Programmes 100%
• Gifted Students 33%
• Giftedness 33%
• Israeli 33%
• Managers 33%
• Primary Schools 33%
• School Environment 33%
• Schoolchildren 33%
• Social Adaptation 33%
• Student Participation 33%
• Student Teachers 33%
• Teachers' Characteristics 33%
• Test Anxiety 33%