Curriculum for Gifted and Talented Students

1. Auflage 2003
ISBN: 978-0-7619-8874-8
Verlag: Corwin

Buch, Englisch, 208 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 405 g

Reihe: Essential Readings in Gifted Education Series

The expert guide to the major issues, the chief trends, and the most effective models and solutions for gifted and talented curriculum!

Designed in a straightforward, no-nonsense fashion with the busy educator in mind, Curriculum for Gifted and Talented Students presents the areas of the most significance, most interest, and most debate in gifted education today.

Key features include:

- An astute and comprehensive overview by editor and leader within the field, Joyce VanTassel-Baska - Eleven influential articles at the core of curriculum for the gifted - Visionary projections of future trends in curriculum development - Examples and suggestions for putting research findings to use in practice

This ready reference offers the guidance, the pragmatic application, and the insight of top authorities, empowering decision makers with all the tools they need to shape a successful and enriching curriculum for gifted students.

The ERGE Series:

The National Association for Gifted Children series Essential Readings in Gifted Education is a 12 volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.

Autoren/Hrsg.

Vantassel-Baska, Joyce

Sally M. Reis, Series Editor

VanTassel-Baska, Joyce

Reis, Sally M.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

About the Editors
Series Introduction - Sally M. Reis
Introduction to Curriculum for the Gifted - Joyce VanTassel-Baska
1. Effective Curriculum and Instructional Models for Talented Students - Joyce VanTassel-Baska
2. Interview With Dr. A. Harry Passow - Robert J. Kirschenbaum
3. Developing Scope and Sequence in Curriculum - C. June Maker
4. Myth: There is a Single Curriculum for the Gifted - Sandra N. Kaplan
5. What Makes a Problem Real: Stalking the Illusive Meaning of Qualitative Differences in Gifted Education - Joseph S. Renzulli
6. A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning - Joseph S. Renzulli
7. The Interdisciplinary Concept Model: Theory and Practice - Heidi Hayes Jacobs, James H. Borland
8. Curriculum for the Gifted and Talented at the Secondary Level - A. Harry Passow
9. The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented - Joseph S. Renzulli
10. A Mathematics Curriculum for the Gifted and Talented - Grayson H. Wheatley
11. A National Study of Science Curriculum Effectiveness With High Ability Students - Joyce VanTassel-Baska, George Bass, Roger Rics, Donna Poland, and Linda D. Avery
Index

Über Autor(innen)

VanTassel-Baska, Joyce
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.

Reis, Sally M.
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.