Classroom problems in the education of gifted children . ofT U:!!||.Mij-lll|:..!|!!l!|!lU jlojAlbhi 2« Stiep. U. OF I. S. S. FORM 3 84 The difference in favor of the special room over thecontrol rooms is much more marked in case of Scale Alpha 2 than withScale A. It will be noticed that on the latter scale, the selectedfifth grade in median score again excels the total sixth grade. Thisdid not happen with the scores for Scale A, but it must be remem-bered that, as that scale was given, the control rooms had an ad-vantage of three months time over the experimental room a cir-cumstance which
Classroom problems in the education of gifted children . ofT U:!!||.Mij-lll|:..!|!!l!|!lU jlojAlbhi 2« Stiep. U. OF I. S. S. FORM 3 84 The difference in favor of the special room over thecontrol rooms is much more marked in case of Scale Alpha 2 than withScale A. It will be noticed that on the latter scale, the selectedfifth grade in median score again excels the total sixth grade. Thisdid not happen with the scores for Scale A, but it must be remem-bered that, as that scale was given, the control rooms had an ad-vantage of three months time over the experimental room a cir-cumstance which would serve to decrease the difference between them,to some extent at least. SUMMARY This chapter has been devoted to a consideration of theresults obtained by applying various tests of ability in the funda-mental branches of the course of study to the pupils of the experi-mental room at different times throughout the year. In some casesit has been possible to compare these results with standard scoresor norms already evaluated or proposed. In other cases, the scoresobtained in the experimental room have be
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