Ashman, A.F., Wright, S.K. & Conway, R.N.F. (1994) Developing the metacognitive skills of academically gifted students in mainstream classrooms. Roeper Review, 16 (3), 198-204. [See under Skill Development]

 

Borland, J.H. (1989) Planning and Implementing Programs for the Gifted. New York: Teachers College Press. (371.95/B735p)

"I learned that those who profess to have the answer, the one best answer, for all these communities, schools, and children are wrong. There is no single answer; no single method for program planning, identifying children, or curriculum development; no all-purpose nostrum; no panacea. That, if anything, is the central message of this book." (p.xvi)

 

 Boyce, L.N., Van Tassel-Baska, J., Burruss, J.D., Sher, B.T. & Johnson, D.T. (1997) A problem-based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20 (4), 363-379.

'The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orientation. The authors compare problem-based learning with creative problem solving and inquiry, explain how metacognition is linked to the approach of problem-based learning, and describe the PBL-based inservice programs developed for teachers and administrators. Implications for implementing problem-based learning in classrooms for gifted learners conclude the discussion.' (p.363)

 

Chuska, K.R. (1989) Gifted Learners K-12: A Practical Guide to Effective Curriculum & Teaching. Bloomington: National Education Service. (371.953/C563g)

Presents "ways of improving the program offerings by the regular classroom teacher for students identified as gifted learners." (p.3) "Part A includes strategies that are of an administrative and broad curricular nature, while Part B offers alternatives that are directly related to specific subject areas." (p.4)

 

Cooper, C.R. (1995) Gifted education in the total curriculum. The Education Digest, 61 (1), 65-69.

"Integrating gifted education into the total school curriculum can radiate excellence throughout the entire school." (p.69) Uses her experience in the Parkway, Missouri, School District to discuss what this may mean for identification and provision.

 

Cox, J., Kelly, J., Brinson, P. & Ondo, E. (1989) Comprehensive Programming. Monroe: Trillium Press. (371.953/C877)

As the subtitle states, this is a handbook for planning, developing and evaluating educational programs, with special focus on able learners. "Much of this handbook is designed to be used in workshops and includes transparency masters and worksheets for planning. In addition, it includes survey forms to collect information and to establish priorities for program development." (p.1)

 

Kaplan, S.N. (1977) Providing Programs for the Gifted and Talented: A Handbook. Reston: Council for Exceptional Children. (371.953/K17P)

Provides "a practical guide which indicates the things a reader must know and do in order to formulate a program." (p.3)

 

Maker, C.J. (1982) Curriculum Development for the Gifted. Rockville: Aspen. (371.953/M235c)

Contains sections on 'General principles of curriculum development for the gifted', 'Developing your own program' and 'Integrated approaches'. Provides a comprehensive introduction to this area of curriculum development.

 

Middleton, J.A., Littlefield, J. & Lehrer, R. (1992) Gifted students' conceptions of academic fun: An examination of a critical construct for gifted education. Gifted Child Quarterly, 36 (1), 38-44.

"When designing instructional activities for gifted students, the present results suggest that three questions need to be addressed in order to tailor the activities to the students' motivational characteristics: 1. Does the activity engage an interest? (Has the student displayed self-efficacy in similar activities before? Has the student indicated that he or she likes the topic area?) 2. Is the activity sufficiently challenging? (stimulating?) 3. What control of the learning process can be given to the student?" (p.43)

 

Morelock, M.J. & Morrison, K. (1999) Differentiating 'developmentally appropriate': The Multidimensional Curriculum Model for young gifted children. Roeper Review, 21 (3), 195-200.

'Guidelines for developmentally-based programs geared to average children in early childhood classrooms do not readily translate into appropriate programming and practices for young gifted children. This article identifies some of the inherent problems involved and presents a differentiated definition of developmentally appropriate programming and practices which specifically targets the special needs of young gifted children.' (p.195)

 

Root-Bernstein, R.S. (1987) Tools of thought: Designing an integrated curriculum for lifelong learners. Roeper Review, 10 (1), 17-21.

"Several studies have demonstrated that many creative individuals are creative in more than one discipline. This article suggests that most successful creators are polymaths, and that polymathy is essential to their creative insights. This insight necessitates a reintegration of the curriculum, placing particular emphasis on reinstating the arts and literature as equal partners with the sciences." (p.17)

 

Sternberg, R.J. & Clinkenbeard, P.R. (1995) The triarchic model applied to identifying, teaching, and assessing gifted children. Roeper Review, 17 (4), 255-260. [See under Definition/Identification]

 

Swicord, B. (1984) Curriculum development for gifted children in Salt Lake City - an evolving door. Roeper Review, 6 (3), 144-145.

Discusses the development of thematic curriculum guides for elementary pupils in a part-time withdrawal program. Includes brief examples and a 'curriculum map' to guide the process.

 

Treffinger, D.J. (1991) Blending Gifted Education with the Whole School Program. (2nd edition) Melbourne: Hawker Brownlow Education. (371.953/T786b, 1991)

Describes in detail his Individualised Programming Planning Model. IPPM "emphasizes the need to recognize and nurture the strengths and potentials of many students, rather than providing limited services to a small and exclusive group of students. It concerns the decisions and actions of the classroom teacher, but also recognizes the need for support (through the efforts of the Catalyst Teacher) to extend and expand programming opportunities beyond the regular classroom." (p.85)

 

Tucker, B., Hafenstein, N.L., Jones, S., Bernick, R. & Haines, K. (1997) An integrated-thematic curriculum for gifted learners. Roeper Review, 19 (4), 196-199.

"An integrated-thematic curriculum is especially appropriate for gifted learners because of their exceptional abilities to see and understand relationships. ... This article describes and explains an integrated-thematic curriculum designed to meet the unique needs of gifted and talented learners. It provides examples of how this curriculum appears in the classroom and a model for developing similar curriculum in other settings." (p.196)

 

Tuttle, F.B. & Becker, L.A. (1983) Program Design and Development for Gifted and Talented Students. Washington: National Education Association. (371.95/T967P, 1983)

A useful overview, covering rationale, program design, curricular models and program evaluation. Also contains samples of programs, management plans, etc. in a 'Supplementary Materials' section.

 

Van Tassel-Baska, J. (1995) The development of talent through curriculum. Roeper Review, 18 (2), 98-102.

"This article presents a case for examining the talent development process through the lens of an integrated curriculum model (ICM). The author describes a rationale for such a model, features that it would contain, and specific applications of it that have been made in two federally funded curriculum projects." (p.98)

 

Van Tassel-Baska, J. (1992) Planning Effective Curriculum for Gifted Learners. Denver: Love. (CR371.95/V282p)

Includes chapters on 'Scope and sequence in curricula for the gifted', 'Correspondence between gifted learner characteristics and curricula', 'Gifted learner outcomes', 'Instructional strategies and management techniques', 'Assessing and evaluating curricula', a section on 'Special considerations in planning curricula for special populations of gifted learners' and an Appendix comprising six sample curriculum units - four primary and two secondary (in English and Maths).

 

Van Tassel-Baska, J. & Campbell, M. (1988) Developing scope and sequence in curriculum for the gifted learner: A comprehensive approach. The Gifted Child Today, 11 (2), 2-7.

Identifies some underlying assumptions and several considerations when defining 'scope' and 'sequence', and discusses the Gary Community School Corporation gifted program as a case study.

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