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BOOKS ON GIFTED CURRICULUM
Planning Effective Curriculum for Gifted Learners, (1992). Joyce VanTassel-Baska. Denver, CO: Love Publishing Co., 1777 S. Bellaire St., Denver, CO 80222.
Part One is General Issues in the Design and Development of Appropriate Curricula for the Gifted; Part Two is Specific Considerations in Planning Curricula for Special Populations of Gifted Learners. The appendix includes checklists, forms, differentiated activities, and dozens of practical ideas for planning curriculum K-12.
Comprehensive Curriculum for Gifted Learners, Second edition (1994). Joyce VanTassel-Baska. Allyn& Bacon, 160 Gould Street, Needham Heights, MA 02194.
This book
examines the development of curriculum for gifted children and presents examples of such a
curriculum at the elementary and secondary level.
Curriculum Development and Teaching Strategies for Gifted Learners. Second Edition, (1996). C. June Maker and Aleene B. Nielson. PRO-ED, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897, 512-451-3246.
This text on the education of gifted children is organized into two parts-the first on curriculum principles and the
second on application of those principles.
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ERIC Search Terms Used
gifted
AND
curriculum development
EJ577425 EC620346
Gifted Education Meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children.
Barbour, Nancy E.; Shaklee, Beverly D.
Gifted Child Quarterly; v42 n4 p228-37 Fall 1998
Publication Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
ISSN-0016-9862
Language: English
ERIC Issue: CIJAUG1999
Reviews and focuses on a comparison of current curriculum models used in gifted-child education
and early childhood education. The Reggio Emilia approach to early childhood education, which emphasizes the
child's needs, interests, and abilities as the focus of curriculum development, is described.
Descriptor: *Curriculum Design; *Curriculum Development; Early Childhood Education; *Gifted;
Models; *Student Centered Curriculum; Student Interests; Teaching Methods
Identifiers: *Reggio Emilia Approach
EJ553974 EC617591
A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers.
Boyce, Linda Neal; VanTassel-Baska, Joyce; Burruss, Jill D.; Sher, Beverly Taylor; Johnson, Dana T.
Journal for the Education of the Gifted; v20 n4 p363-79 Sum 1997
Publication Type: JOURNAL ARTICLE (080); POSITION PAPER (120); PROJECT DESCRIPTION (141)
ISSN-0162-3532
Language: English
Analyzes the use of problem-based learning as a catalyst for developing and implementing
curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to
problem-based learning and describes inservice programs developed for teachers and administrators at the College
of William and Mary (Virginia).
Descriptor: Constructivism (Learning); *Curriculum Development; Educational Methods; Elementary
Secondary Education; *Gifted; Inservice Teacher Education; *Metacognition; *Problem Solving
Identifiers: College of William and Mary VA; *Problem Based Learning
EJ550586 EC617037
An Integrated-Thematic Curriculum for Gifted Learners.
Tucker, Brooke; Hafenstein, Norma Lu; Jones, Shannon; Bernick, Rivian; Haines, Kim
Roeper Review; v19 n4 p196-99 Jun 1997
Publication Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
ISSN-0278-3193
Audience: Teachers; Practitioners
Language: English
Describes an integrated-thematic curriculum for gifted students in the context of assumptions about
learning and characteristics of gifted learners. Specific strategies and steps in curriculum development are
explained and applied to a year-long focus on the theme of "evidence" in a multiaged primary classroom with
curriculum units on dinosaurs, mysteries, and Mayan culture.
Descriptor: *Curriculum Development; Educational Methods; *Gifted; *Integrated Curriculum; Primary
Education; *Thematic Approach; Units of Study
EJ545967 EC616102
A Multi-Site Case Study of Successful Classroom Practices for High Ability Students.
Westberg, Karen L.; Archambault, Francis X., Jr.
Gifted Child Quarterly; v41 n1 p42-51 Win 1997
Publication Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
ISSN-0016-9862
Audience: Practitioners
Language: English
This study described 10 elementary schools and classrooms known for meeting the needs of high
ability students through differentiated practices. Themes emerging across sites include teachers' advanced
knowledge and training, teachers' willingness to embrace change, collaboration, teachers' strategies for
differentiating curriculum, instructional leadership, and educational cooperation.
Descriptor: Classroom Techniques; *Curriculum Development; Educational Change; Educational
Cooperation; Elementary Education; *Gifted; *Individualized Instruction; *Instructional Leadership; Student
Needs; *Teacher Attitudes; *Teacher Characteristics; Teaching Methods
EJ532417 EC614700
A Study of Language Arts Curriculum Effectiveness with Gifted Learners.
VanTassel-Baska, Joyce; And Others
Journal for the Education of the Gifted, v19 n4 p461-80 Sum 1996
Special issue: Effective
Practices.
ISSN: 0162-3532
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study of
language arts curriculum effectiveness presents data supporting utilization of the Integrated
Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant
gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for
seven elementary classes using the ICM. Implications for heterogeneous classrooms are
discussed.
Descriptors: *Curriculum Development; Elementary Education; *Gifted;
*Heterogeneous Grouping; Inclusive Schools; Instructional Effectiveness; *Integrated
Curriculum; *Language Arts; Literacy Education; Outcomes of Education; *Teaching Models;
Writing Improvement
ED398666 EC304958
Gifted Education and Middle Schools Videotape and Book.
Council for Exceptional
Children, Reston, VA 1996
59p.; A product of the National Training Program for Gifted Education.
Based on a Council
for Exceptional Children Symposium on Gifted Education and Middle Schools, Reston, VA,
January 7-9, 1995).
Sponsoring Agency: Office of Educational Research and Improvement (ED),
Washington,
DC. Contract No: R206A20102 ISBN: 0-86586-280-X
Available From: Council for
Exceptional Children, 1920 Association
Drive, Reston, VA 20191-1589 (Book: Stock No.
P5148, $15; $10.50 members; Set: Stock No. M5148, $99; $69.30 members).
EDRS Price -
MF01/PC03 Plus Postage. Language: English
Document Type: NON-CLASSROOM
MATERIAL (055); AUDIOVISUAL MATERIAL (100); BOOK (010)
This book and video
are based on a symposium of leaders in the fields of gifted education and middle-level education,
which was held to identify and explore areas of agreement in often contrasting philosophies.
Emphasis is on identifying areas of agreement between the fields, areas of tension, and promising
directions that could engage educators in mutual planning of appropriate services for all
middle-school students. The book includes the following papers: (1) "The Middle School:
Mimicking the Success Routes of the Information Age" (Thomas O. Erb) which reviews the
historical issues surrounding gifted education and middle-level education; (2) "Middle Schools
and Their Impact on Talent Development" (Mary Ruth Coleman and James J. Gallagher) which
describes two studies, one which compared attitudes of middle school and gifted educators and
the other which looked at current best practices; (3) "Gifted Learners and the Middle School:
Problem or Promise?" (Carol Ann Tomlinson) which outlines areas of tension between the two
fields and suggests areas where leaders might collaborate; (4) "Differentiating Instruction for
Advanced Learners in the Mixed-Ability Middle School Classroom" (Carol Ann Tomlinson)
which provides specific suggestions for differentiating curriculum; and (5) "Instructional and
Management Strategies for Differentiated, Mixed-Ability Classrooms" (Carol Ann Tomlinson)
which provides a matrix of instructional strategies. Appendices include a list of symposium
participants and the video script. The video presents views of symposium participants and gifted
students on these issues and demonstrates students' needs for both integrated and separate
learning experiences.
Descriptors: Cooperative Learning; *Curriculum Development; Educational Environment;
Educational Practices; *Educational Strategies; *Gifted; Heterogeneous Grouping; Instructional
Development; Intermediate Grades; Junior High Schools; Learning Strategies; *Middle Schools;
Social Integration; *Student Development; Student Needs; Student Placement;Talent; Talent
Development; *Teaching Methods
Identifiers: *Differentiated Curriculum (Gifted)
ED398665 EC304957
Nurturing Giftedness in Young Children Videotape and Book.
Maker, C. June; King,
Margaret A.
Council for Exceptional Children, Reston, VA 1996
64p.; A product of the National Training Program for Gifted Education.
Based on a Council
for Exceptional Children Symposium on Nurturing Giftedness in Young Children (Reston, VA,
August 11-13, 1995).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract No: R206A20102
ISBN: 0-86586-282-6
Available From: Council for Exceptional Children, 1920 Association Drive, Reston, VA
20191-1589 (Book Stock No. P5156; $15; $10.50 member; Set: Stock No. M5156, $99; $69.30
member).
EDRS Price - MF01/PC03 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055); AUDIOVISUAL
MATERIAL(100); CONFERENCE PROCEEDINGS (021)
This book and video are based on a symposium on ways to foster giftedness in children in
kindergarten through third grade. Emphasized throughout are DISCOVER projects, federally
funded research and development projects to assist Arizona educators in identifying and planning
programs for gifted children from diverse cultural, ethnic, and linguistic backgrounds. Chapter 1
profiles model DISCOVER classrooms, young gifted learners, and their teachers. A list of
materials for a multiple intelligences learning center is provided. Chapter 2 explains the multiple
intelligences model of giftedness and the DISCOVER program. Chapter 3 explains 20
developmentally appropriate practices, including: age-appropriate practices; individually
appropriate curriculum; acceptance of diversity; humane, supportive, flexible, and responsive
environments; a whole child perspective; active, interactive learning; learner- centered,
teacher-facilitated curriculum; integrated curriculum; challenging learning activities and
experiences; extensive planning; intrinsic motivation; supportive guidance and discipline;
authentic assessment; community-based programs; parent involvement; and collaboration. The S.
W. Schiever and C. J. Maker Continuum of Problem Types is presented and applied to the study
of cycles in seasons and weather. Appendices provide: a list of symposium participants, a
transcipt of the symposium video, and abstracts of DISCOVER projects. The video shows
symposium participants addressing issues of talent identification, teacher preparation, and
curriculum. Ways that young children who are gifted or talented can be nurtured at school and at
home are demonstrated.
Descriptors: *Ability Identification; Classroom Techniques; Cultural Awareness; Curriculum
Design; *Curriculum Development; Educational Environment; *Educational Practices;
Educational Strategies; Elementary Education; *Gifted; Minority Groups; Parent Participation;
Program Development; *Student Development; Talent; Talent Identification; *Teaching
Models
Identifiers: Developmentally Appropriate Programs; Multiple Intelligences
EJ511789 EC612252
Appropriate Differentiated Services: Guides for Best Practices in the Education of Gifted
Children.
Coleman, Mary Ruth; Gallagher, James J.
Gifted Child Today Magazine, v18 n5 p32-33 Sep-Oct 1995
ISSN: 1076-2175
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Target Audience: Teachers; Practitioners
Twelve "best practices" guidelines are offered to provide truly differentiated instruction for
gifted students. Guidelines are based on theory, research, and experience and, taken together,
result in appropriate differentiated service options.
Descriptors: Curriculum Development;
Delivery Systems; *Educational Needs; *Educational Practices; Educational Quality; Elementary
Secondary Education; *Gifted; *Instructional Improvement
Identifiers: *Differentiated
Curriculum (Gifted)
ED388013 EC304368
Building a Bridge between Gifted Education and Total School.
Improvement. Talent
Development Research-Based Decision Making Series 9502.
Renzulli, Joseph S.; National
Research Center on the Gifted and Talented, Storrs, CT. Jan1995; 57p.
Sponsoring
Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No:
R206R00001
Available From: NRC/GT, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT
06269-2007.
EDRS Price - MF01/PC03 Plus Postage.
Document Type: POSITION PAPER (120)
This monograph addresses the role of gifted education in total school improvement by
describing three service delivery components (the Total Talent Portfolio, Curriculum
Modification Techniques, and Enrichment Learning and Teaching) and several organizational
components of the Schoolwide Enrichment Model (SEM). The report describes how the SEM
can serve as a structure for schools trying to develop the talents of all students. It describes each
of its three components: (1) the total talent portfolio, a vehicle for systematically gathering and
recording information about a student's abilities, interests, and learning style preferences; (2)
regular curriculum modification including curriculum differentiation, provision of in-depth
learning experiences, and integration of enrichment activities; and (3) enrichment learning
through provision of enrichment clusters to multi-age heterogeneous groups of students. The
report also addresses schoolwide enrichment and educational reform, key ingredients of school
improvement, a gentle and an evolutionary (but realistic) approach to school improvement, and
starting the school improvement process. Twelve frequently asked questions about schools for
talent development are answered. A glossary is attached.
Descriptors: *Change Strategies;
*Curriculum Development; *Curriculum Enrichment; Educational Change; Educational
Environment; *Educational Improvement; Elementary Secondary Education; Enrichment
Activities; Excellence in Education; *Gifted; Heterogeneous Grouping; Portfolio Assessment;
School Restructuring; Student Development; Student Interests; Talent Development; *Teaching
Models
Identifiers: Enrichment Triad Model; *Schoolwide Enrichment Model
EJ489447 EC609282
The Impact of Staff Development on Teachers' Ability to Modify Curriculum for Gifted and
Talented Students.
Reis, Sally M.; Westberg, Karen L.
Gifted Child Quarterly, v38 n3 p127-35 Sum 1994
Special Issue: Teachers and Talent Development.
ISSN: 0016-9862
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal
Announcement: CIJJAN95
Three levels of staff development were provided to 300 elementary teachers to train them in
curriculum compacting for high ability students. Teachers eliminated about half of the content
for targeted students. Teachers receiving the most intensive training created higher quality
compactor forms for students and used more replacement strategies and more diverse options for
targeted students.
Descriptors: *Curriculum Development; Elementary Education; *Gifted;
*Inservice Teacher Education; Instructional Effectiveness; *Outcomes of Education; Staff
Development
Identifiers: *Curriculum Compacting
EJ481449 EC608367
Gifted Learners: The Boomerang Kids of Middle School?
Tomlinson, Carol Ann
Roeper Review, v16 n3 p177-82 Feb 1994
ISSN: 0278-3193
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal
Announcement: CIJAUG94
A variety of beliefs and practices central to middle schools may cause special difficulties for
gifted learners. Such practices often focus on potentially competing goals of student
competencies versus student excellence and include such practices as heterogeneous grouping,
cooperative learning, and an absence of clearly defined middle school curricula.
Descriptors: Beliefs; Competency Based Education; Cooperative Learning; Curriculum
Development; *Educational Practices; *Educational Principles; Excellence in Education;
*Gifted; Grouping (Instructional Purposes); Heterogeneous Grouping; Intermediate Grades;
Junior High Schools; *Middle Schools; Student Educational Objectives
ED388027 EC304382
What Educators Need To Know about...Series. Ability Grouping and Curriculum Compacting
and Gifted Students and Cooperative Learning and Mentoring and Student Motivation.
Siegle, Del, Ed.; And Others
National Research Center on the Gifted and Talented, Storrs, CT. [1994 22p.; Some pages are
very dark and may not copy well.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract No: R206R00001
EDRS Price -
MF01/PC01 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Five pamphlets (Practitioner's Guides) present guidelines from the National Research Center on
the Gifted and Talented at the University of Connecticut. The guidelines are supported by
theory-driven quality research that is problem- based, practice-relevant, and consumer-oriented.
Each pamphlet has a section summarizing research from the literature or topic notes as well as
identifying specific implications for the classroom. Practitioner's Guides are titled: (1) "What
Educators Need To Know about Ability Grouping" (Del Siegle, Editor); (2) "What Educators
Need To Know about Curriculum Compacting" (Del Siegle, Editor); (3) "What Educators Need
To Know about Gifted Students and Cooperative Learning" (Del Siegle, Editor); "What
Educators Need To Know about Mentoring" (Diana Whitton and Del Siegle, Editors); and (5)
"What Educators Need To Know about Student Motivation" (Pamela Clinkenbeard and Marcia
A. B. Delcourt, Editors). Each pamphlet contains references.
Descriptors: *Ability
Grouping; Acceleration (Education); Classroom Techniques; *Cooperative Learning; Curriculum
Development; Educational Methods; Elementary Secondary Education; *Gifted; *Mentors;
*Student Motivation
Identifiers: *Curriculum Compacting
EJ470633 EC606738
Linking Curriculum Development for the Gifted to School Reform and Restructuring.
Van
Tassel-Baska, Joyce
Gifted Child Today (GCT), v16 n4 p34-37 Jul-Aug 1993
ISSN: 0892-9580
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal
Announcement: CIJFEB94
This paper compares academic performance of American students with that of other countries;
addresses responses to poor performance, such as outcome-based approaches to learning and use
of national standards; outlines practices being adopted by schools to promote reform; identifies
curriculum reform principles; and discusses implications for gifted education at national, state,
local, and classroom levels.
Descriptors: Academic Achievement; *Academic Standards;
Comparative Education; *Curriculum Development; Educational Change; Educational
Objectives; Elementary Secondary Education; *Gifted; *School Restructuring
EJ461185 EC605416
Gifted Curriculum: The State of the Art.
Keirouz, Kathryn S.
Gifted Child Today (GCT), v16 n1 p36-39 Jan-Feb 1993
ISSN: 0892-9580
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Areas crucial to
the development of "state of the art" curricula for gifted students are discussed, including
differentiation, emphasis on both process and content, interdisciplinary and individualized
formats, balance between acceleration and enrichment, and comprehensive and articulated
curriculum structure.
Descriptors: Acceleration (Education); Articulation (Education); *Curriculum Development;
*Educational Practices; Elementary Secondary Education; Enrichment Activities; *Gifted;
Individualized Programs; Interdisciplinary Approach; Special Education
ED379849 EC303722
State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation.
Collaborative Research Study CRS93302.
Passow, A. Harry; Rudnitski, Rose A.
National Research Center on the Gifted and Talented, Storrs, CT. Oct 1993; 107p.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract No: R206R00001
Available From: NRC/GT, The University of Connecticut, 362 Fairfield Rd., U-7, Storrs, CT
06269-2007.
EDRS Price - MF01/PC05 Plus Postage.
Document Type:
EVALUATIVE REPORT (142)
Target Audience: Policymakers
This study analyzed state policies on the identification and education of gifted students as
reflected in legislation, regulations, rules, recommendations, and guidelines provided by 49
states. The elements examined include: (1) state mandated services, (2) district plans for the
gifted, (3) gifted education as part of special education, (4) philosophy or rationale, (5)
definitions of gifted and talented, (6) identification procedures, (7) programs for the gifted, (8)
differentiated curriculum and instruction, (9) counseling and other support services, (10) parent
involvement, (11) program evaluation, (12) teacher education and certification, and (13) state
funding for the gifted. The analysis indicated that all states have formulated policies that support
education of the gifted and talented but that considerable variability among states exists with
respect to specific components. Major recommendations are made in the following areas:
establishing challenging curriculum standards; providing high-level learning opportunities;
ensuring access to early childhood education; offering extended opportunities for economically
disadvantaged and minority children; providing teacher training and technical assistance; and
matching the high performance of similar students throughout the world.
Descriptors:
*Ability Identification; Compliance (Legal); Counseling; *Curriculum Development;
Definitions; Educational Legislation; Educational Philosophy; *Educational Policy; Elementary
Secondary Education; Eligibility; Financial Support; *Gifted; National Surveys; Needs
Assessment; Program Development; Program Evaluation; Pupil Personnel Services; School
Districts; State Aid; State Legislation; *State Programs; *State Standards; Teacher
Education
Identifiers: *Differentiated Curriculum (Gifted)
SELECTED INTERNET RESOURCES: ACADEMIC
DISCIPLINES
General
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