ERIC Number: EJ835866
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 113
Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators
Hockett, Jessica A.
Journal for the Education of the Gifted, v32 n3 p394-440 Spr 2009
Legislative measures designed to ensure that all students meet minimal expectations have concerned leaders in gifted education. In this current educational climate of standards and accountability, however, there is arguably greater agreement than ever before between experts and professional organizations in general education and their counterparts in gifted education on what constitutes high-quality curriculum. Toward demonstrating that many groups of learners, gifted among them, stand to benefit from the consensus, this paper (a)synthesizes guidance from curricular voices in both fields; (b) evaluates the viability of 3 gifted education curriculum models--the Integrated Curriculum Model (VanTassel-Baska, 1986), the Multiple Menu Model (Renzulli, 1988) and the Parallel Curriculum Model (Tomlinson et al., 2002)--to conform to these guidelines and contribute to exemplary curriculum design for all learners, including those who are highly able; and (c) offers suggestions for how general education and gifted education can create curricular conditions conducive to educating highly able learners well.
Descriptors: Curriculum Design, General Education, Gifted, Educational Indicators, Mainstreaming, Educational Principles, Educational Quality, Special Education, Best Practices, Standard Setting, Guidelines, Educational Methods, Educational Practices, Interrater Reliability
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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