Comprehensive Curriculum for Gifted Learners

ISBN-10: 0205388655
ISBN-13: 9780205388653
Edition: 3rd 2006 (Revised)
List price: $205.00 Buy it from $161.46
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Description: Comprehensive Curriculum for Gifted Learners provides a theoretical, research-based framework and practical ideas for writing, implementing, and adapting curriculum for gifted learners in a standards-based era. Readers are first introduced to  More...

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Book details

List price: $205.00
Edition: 3rd
Copyright year: 2006
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/27/2005
Binding: Hardcover
Pages: 432
Size: 7.25" wide x 9.25" long x 1.00" tall
Weight: 1.782
Language: English

Comprehensive Curriculum for Gifted Learners provides a theoretical, research-based framework and practical ideas for writing, implementing, and adapting curriculum for gifted learners in a standards-based era. Readers are first introduced to various curriculum theories, the Integrated Curriculum Model, curriculum reform, and a process for curriculum design and development, culminating in examples of key curriculum products. Specific core subject areas and non-core subject areas (including thinking skills, creativity, leadership, and the arts) are addressed with practical examples and connections to standards with adaptations for gifted learners. At-risk populations, connections to technology, interdisciplinary approaches, assessment options, and instructional and classroom management strategies are also emphasized and discussed in detail. Finally, leadership and programming options, as well as new directions in curriculum for gifted learners, provide the reader with an overall examination of a comprehensive approach for teaching, adapting, and leading best-practice initiatives in curriculum for gifted learners.

nbsp; Joyce VanTassel-Baska is The Jody and Layton Smith Professor of Education and Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia where she has developed a graduate program and a research and development center in gifted education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio, public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted educa-tion in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internation-ally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and the Northwestern University Chapter of Phi Delta Kappa. She is currently president-elect of the National Association for Gifted Children. Dr. VanTassel-Baska has published widely including 15 books and over 275 refereed journal articles, book chapters, and scholarly reports. Recent books include: Designing and Utilizing Evaluation for Gifted Program Improvement (in press) (with Annie Feng), Content-based Curriculum for Gifted Learners (2003) (with Catherine Little) and Curriculum Planning and Instructional Design for Gifted Learners (2003). She also serves as the editor of Gifted and Talented International, a publication of the World Council on Gifted and Talented. Dr. VanTassel-Baska has received numerous awards for her work, including the National Association for Gifted Children's Early Leader Award in 1986, the State Council of Higher Education in Virginia Outstanding Faculty Award in 1993, the Phi Beta Kappa faculty award in 1995, and the National Association of Gifted Children's Distinguished Scholar Award in 1997. She has received awards from five states - Ohio, Virginia, Colorado, South Carolina, and Illinois - for her contribution to the field of gifted education in those states. She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993. Her major research interests are on the talent development process and effective curricular interventions with the gifted. She holds B.A., M.A., M. Ed., and Ed.D. degrees from the University of Toledo.

The Process Of Curriculum Making
Curriculum for the Gifted: Past, Present, and Future Directions
The forces that drive curriculum
A curriculum philosophy for the gifted
Research on curriculum for the gifted
Curriculum dimensions for the gifted:
Content
Process/Product
Epistemological/Concept
Conclusion
Questions for discussion
References
Curriculum Design Issues in Developing a Curriculum for the Gifted
Gifted learner characteristics: A prelude to differentiated curriculum dimensions
Content, process/product, and concept dimensions
The Integrated Curriculum Model
Accommodations for individual differences
Assessment: Measuring student outcomes
Conclusion
Questions for discussion
References
Curriculum Development Processes
The process of curriculum development
Gifted program goals
Perspectives on the needs of the field
Collaboration in curriculum development
Testing the curriculum
Professional development
Checklist of curriculum principles for use in developing gifted/talented programs
Conclusion
Questions for discussion
References
Developing Key Curriculum Products
Scope and sequence development
Developing individualized educational plans (IEP) for gifted learners
Effective implementation through collaboration
Alignment to standards
Curriculum writing: Unit development
Conclusion
Questions for discussion
References
Appendices
Adapting Curriculum To Gifted Learner Needs In Core Domains
Differentiation Curriculum: The Process
What is a differentiated curriculum?
Application features of a differentiated curriculum
Conclusion
References
Reading and Language Arts Curriculum for the Gifted Learner
Considerations for teaching and learning reading and language arts
Connectivity to standards in reading and language arts
Interdisciplinary connections in reading and language arts
Accommodating at-risk gifted students
Programming considerations
Conclusion
Questions for discussion
References
Language Study for Gifted Learners
Considerations for teaching and learning in language studies
Interdisciplinary connections via foreign languages
Accommodating at-risk gifted learners
Programming considerations
Conclusion
Questions for discussion
References
Mathematics Curriculum for the Gifted Learner
Connections for teaching and learning mathematics
Connectivity to standards in mathematics
Interdisciplinary connections in mathematics
Accommodating at-risk populations in mathematics
Considerations for implementing programs for the mathematically gifted
Conclusion
Questions for discussion
References
Social Studies Curriculum and the Gifted Learner
Considerations for teaching and learning social studies
Connectivity to standards in social studies
Interdisciplinary connections in social studies
Accommodating at-risk populations in social studies
Considerations for the implementation of gifted programs
Conclusion
Questions for Discussion
References
Science Curriculum for the Gifted
Considerations for teaching and learning in science
Connectivity to standards in science
Interdisciplinary connections
Accommodating at-risk populations in science
Considerations for implementing gifted programs in science
Conclusion
Questions for discussion
References
Adapting Curriculum To Gifted Learner Needs In Non-Core Domains
Leadership Curriculum for the Gifted
Leadership and intelligence: Is there a relationship?
Curriculum within the cognitive domains
Transferring curriculum activities to the leadership domain
Applications for leadership within the context of the classroom
Conclusion
Questions for discussion
References
Arts Curriculum for the Gifted
Dif

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