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ERIC Number: ED535658
Record Type: Non-Journal
Publication Date: 2012
Pages: 18
Abstractor: ERIC
Reference Count: 34
What Works in Gifted Education-Documenting the Model-Based Curriculum for Gifted Students
Oh, Sarah; Hailey, Emily; Azano, Amy; Callahan, Carolyn; Moon, Tonya
Society for Research on Educational Effectiveness
The heart of effective programming for gifted services lies in the development of curricula that will challenge and enhance learning outcomes for gifted students. Educators have voiced concerns about the lack of differentiated curricula and instruction in gifted classrooms and the paucity of empirical evidence to support their effectiveness for gifted learners. Concerning the need to gather further data on the effectiveness of model-based curricula on student learning in gifted classrooms, critical components of three highly regarded curricular models in gifted education were integrated into a single curriculum model and two language arts units for third grade gifted students were developed. The review of the related literature illustrates the need for a study investigating the extent to which model-based curricular units are accountable for observable and measurable outcomes in gifted classrooms using an experimental paradigm. The current study investigated effectiveness of the integrated curricular model through assessing student outcomes from two language arts units. The purpose of the study was to determine the effectiveness of the CLEAR curriculum, specifically: Do gifted learners exposed to an integrated model-based curriculum outperform equally able learners not exposed to the integrated model-based curriculum in the comparison group on standards-referenced post-tests after controlling for their prior achievement? The results suggest that the CLEAR curriculum model which establishes the context of rich curriculum and responsive instruction driven by key components of three existing curricular models in gifted education is a viable option to enhance student learning. The effect of the CLEAR curriculum units were also supported through rigorous methodologies such as a cluster-randomized experimental design and multilevel analyses of student outcome data over two years. The current study also collected data with regards to the fidelity of implementation and found that teachers implemented the lessons with moderate to high fidelity (Foster, Oh, Azano, & Callahan, 2012). Further discussion on fidelity of implementation in the study can be found in Azano et al. (2011) and Foster et al. (2012). (Contains 16 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)