This study examines the TAG, talented and gifted, student in heterogeneous cooperative learning school. The research does not say what is best because there seems to be more than one right answer, depending on an array of variables. No matter if educators accelerate or enrich in differing amounts, TAG students work in a world with other people. I very much like the idea of researching to see how gifted children respond to cooperative learning, how they function in groups, and what makes them like school. I have found that if a lesson has all basic elements in place, especially positive interdependence the result is a plus for all. Implications for myself in future teaching assignments are to keep current with research and evaluate practices often using qualitative inquiry.
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