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Abstract
These six graduate researches studied the problems they encountered while teaching Gifted Students in public schools in the greater Houston area. Oakes (1995) studied students' learning-style preferences and creativity. Moss (1996) experienced the cultural affective dissonance of gifted Hispanic females and was concerned about male students' attitudes toward females. Parker (1994) noticed the negative impact of assertive discipline techniques used by teachers with gifted middle school students. Frevert (1993) identified the most important personal characteristics and teaching behaviors of teachers of gifted students. Smith (1993) studied in the impact of ...