This curriculum study of gifted-student learning in the language arts explores questions of curriculum efficacy related to the nature of the learner, the type of grouping model employed, and the strength of a curriculum treatment emphasizing literary analysis and interpretation and persuasive writing. The study further explores the use of curriculum effectiveness data to improve instruction the next time a unit of study is taught. Findings suggest that the curriculum treatment produces both significant and important learning outcomes for gifted students across 18 school district entities. Implications for further research and practice are highlighted.
This study assessed student growth on integrated science process skills after being taught a 20-36 hour science unit. The prototypical unit, Acid, Acid Everywhere, was implemented in 15 school districts across seven states. Although seven science units for high ability learners have been developed through a federally funded project, the student outcome results only from Acid, Acid Everywhere, the most widely replicated unit, are reported here. All units were based on the Integrated Curriculum Model (ICM) developed specifically for gifted learners; the model stresses advanced content, high level process and product, and a concept dimension. Results indicate small, but significant, gains for students in integrated science process skills when compared to equally able students not using the units. Implementation data reflected satisfaction of teachers with the units, especially in terms of student interest and motivation. The effectiveness of this curriculum, designed to align with the new science standards and to be appropriate for gifted students, lends credibility to the argument for using the new content standards as a basis for curriculum development efforts with gifted learners.
This article delineates the results of 7 gifted program evaluation studies conducted in 20 different school districts and places them in the context of major areas for gifted program improvement. The author suggests that the field of gifted education may be vulnerable to losing its infrastructure at local levels if enhanced program development in key areas does not occur over the next few years and if the studied districts are at all similar to the larger group. The paper discusses key areas of program development including identification, curriculum, program design, staff development, parental involvement assessment, and evaluation. The author contends that attention to these areas is essential for improving gifted program quality and stabilizing programs.
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