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