A Study of Curriculum Effectiveness in Social Studies

Abstract

This quasi-experimental study examines the effects on student performance of a Javits-funded curriculum designed to respond to the needs of high-ability students in elementary and middle school social studies. The curriculum, implemented with all students in heterogeneous classrooms, addresses state standards while integrating advanced content, higher level process emphases, and a conceptual orientation. Data collection focuses on student performance in conceptual reasoning, critical thinking, and content learning and on teacher demonstration of specific desired teaching behaviors. Results demonstrate significant and important differences between treatment and comparison groups in the area of content learning, favoring the treatment group; no significant differences are found for the small subsample of gifted students. Subanalyses yield differential results for specific units and schools, potentially indicating issues of treatment fidelity. Contextual challenges and implications of the study are discussed, including issues related to social studies curriculum implementation and differentiation in the current standards-based environment.

The History of Urban Gifted Education

“…Yet our history suggests that this is not true-that some organizational models like special classes and schools have proven their viability as contexts where differentiated curriculum is best delivered; that using a differentiation model within subject areas allows for the most effective reorganization of curriculum for the gifted, using differentiated materials as the tool; and that multiple program offerings are essential to adequately address the needs of a diverse group of learners. These conclusions have been well documented in the literature of the field (Little, Feng, VanTassel-Baska, Rogers, & Avery, 2007;Neihart, 2007;Sternberg, Torff, & Grigorenko, 1998).…”

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

“…This review also found that the needs of many gifted and talented students are not addressed in many regular classroom settings across our country Moon et al, 1995;Reis et al, 2004;Reis & Purcell, 1993;Westberg et al, 1993). Classroom teachers can, however, learn to differentiate curriculum and instruction in their regular classrooms and to implement gifted education strategies and pedagogy, such as acceleration (Colangelo et al, 2004), content and instructional differentiation and enrichment, and interest-based projects across all content areas (Field, 2009;Gavin et al, 2007;Little et al, 2007;Reis et al, 2007;Reis, Gentry, & Maxfield, 1998;Reis, Westberg, et al, 1998;Tieso, 2002).…”

“…Reis et al (1997) Talents in two places: Case studies of high ability students N = 12 currently enrolled college or university students PS Gifted students with learning disabilities in this study encountered many negative experiences in school, often failed to be identified as either gifted or learning disabled, and half had psychological problems that required professional help and support in subsequent years. Little et al (2007) A study of curriculum effectiveness in social studies N = 1200 (Treatment-941 Comparison-251)…”

“…They found significant differences favoring students using this content in language arts, critical reading, persuasive writing, and scientific research design skills. Little, Feng, VanTassel-Baska, Rogers, and Avery (2007) used quasi-experimental methods to examine whether the advanced curriculum units respond to the needs of high ability students in elementary and middle school social studies. Results demonstrate significant differences between treatment and comparison groups in the area of content learning, favoring the treatment group.…”

“…Recent research has also documented positive effects regarding the use of gifted education programs and strategies when serving gifted and high ability students from diverse cultural groups (Gavin et al, 2007;Hébert & Reis, 1999;Little et al, 2007;Reis & Diaz, 1999;Reis et al, 2007Reis et al, , 2008 as well as when serving those with special education needs and those who have high ability but underachieve in school. Work in mathematics conducted by Gavin et al (2007) has been extended to culturally diverse children, as has been reading instruction differentiation and enrichment by Reis et al (2007Reis et al ( , 2008 as well as curriculum enhancement in social studies and language arts by VanTassel-Baska et al Underrepresentation of black and Latino students in gifted programs has been an ongoing problem in the field (Cunningham, Callahan, Plucker, Roberson, & Rapkin, 1998;Donovan & Cross, 2002;Frasier, 1991;Harris & Ford, 1991) and so these curriculum outreach efforts have been promising.…”