A Curriculum Study of Gifted-Student Learning in the Language Arts

Abstract

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.

Is there still a need for gifted education? An examination of current research

“…More recently, Tieso (2002) studied grouping patterns and found Results indicate small but significant gains for students using a unit on the dimension of integrated science process skills when compared to equally able students not using the units. VanTassel-Baska et al (2002) Gifted students' learning using the Integrated Curriculum Model (ICM): Impacts and perceptions of the William and Mary Language Arts and Science Curriculum N = 2189 E Findings suggest that gifted student learning at grades 3 to 5 was enhanced at significant and important levels in language arts critical reading and persuasive writing and scientific research design skills, through the use of the curriculum across individual academic years. Vaughn et al (1991) Meta-analyses and review of research on pull-out programs in gifted education…”

“…Using quasi-experimental methods in intact classrooms, VanTasselBaska, Zuo, Avery, and Little (2002) investigated the use of advanced content with gifted students in units developed across content areas. They found significant differences favoring students using this content in language arts, critical reading, persuasive writing, and scientific research design skills.…”

Developing Gifted and Talented Education Program: The Malaysian Experience

“…The model employs selected useful teaching and learning approaches to reinforce three desired dimensions of learning namely: 1) advance content, 2) high-level process and product work, and 3) intra-and interdisciplinary concept development and understanding (VanTassel-Baska, 2008). ICM has been successfully applied in various gifted education settings (VanTassel-Baska et al, 2002;Feng et al, 2005); hence, it is apt to be adapted into PERMATApintar TM contextual population of gifted students. The program developed based on ICM framework is believed to allow the students to pursue activities at their own pace, to support curiosity and explorative traits of the students by promoting choices, to provide students with opportunity to plan, implement, and assess challenging activities, and to offer students opportunity to collaborate with other students who may have similar abilities.…”

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

“…Although various studies have focused on the effects of various grouping arrangements on the achievement of identified gifted students (e.g., Delcourt, Cornell, & Goldberg, 2007;Kim, 2016;van der Meulen et al, 2014;VanTassel-Baska, Zuo, Avery, & Little, 2002), it is important to also study the effects of the curriculum on gifted student achievement because of its salient influence on the development of gifted potential (Altintas & Ozdemir, 2015;Callahan, Moon, Oh, Azano, & Hailey, 2015;Gallagher, 2015;Jarvis, 2009).…”

“…Similarly, a curriculum that is too challenging-particularly for identified gifted students who may not have strong study skills due to prior and continuous exposure to relatively easy curriculum-may lead to frustration, a reduced sense of self-efficacy, and, consequently, underachievement (Ritchotte, Rubenstein, & Murry, 2016). An appropriate curriculum is important not only so identified gifted students do not get bored (Siegle, 2015), but also so they develop and maintain a strong sense of selfefficacy, motivation, and sustained growth as learners (VanTassel-Baska et al, 2002).…”