The sample will be drawn from a single school in large urban district. By framing the study this way, researchers understand that findings may produce insights into the way this subject is addressed in some school settings. However, this will lack external validity within the frame of only a single sample school. The primary delimitation is shaped by the selected grade levels for review and by the teacher population which will drive the focus of the study. Accordingly, the methodology will center on an interview of teachers who preside over grades 6 through 8 in the selected school. The expected sample population is comprised of 11 participants, who will answer questions regarding the identification, labeling and education of students who are talented and gifted.

Assumptions:

The research is also carried by the assumption that teacher testimonies regarding planning and instructing for the needs of gifted children are honest and accurate.
A final assumption is that all students identified as talented and gifted have been shown to be such through their NJASK scores. This ensures that curricular standards have been consulted when identifying said students accordingly.

Works Cited:

Baker, B.D. & McIntire, B. (2003). Evaluating State Funding for Gifted Education Programs. Roeper Review, 25(4).

Chance, P.L. (1998) Meeting in the Middle: Gifted Education and Middle Schools Working Together. Roeper Review, 21(2).

Cooper, C.R. (1995) Integrating Gifted Education into the Total School Curriculum. American Association of School Administrators: School Administrator, 52(4).

Winebrenner, S. (1999). Shortchanging the Gifted. School Administrator, 56(9)