Two Approaches to Identification of Gifted Students

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Abstract
This investigation compared the efficiency and effectiveness of traditional and case study approaches to the identification of academically gifted students in the elementary grades. Time and cost analyses were carried out, as was an examination of the usefulness of various types of information included in case study formats. The results suggest that the case study approach is generally superior to the traditional approach because of its consideration of multiple sources of information. The case study approach was effective in identifying gifted minority students and was found to be less costly and time consuming than others have suggested.