All advanced learners deserve a content-based curriculum that will challenge them to learn more deeply and more broadly, that will enable connections to different domains of learning, and that will raise questions about the world. This article examines the reasons for educators not providing curricula to accommodate advanced learners,…

This article presents the results of a review of eight gifted programs, using the 2010 National Association for Gifted Children (NAGC) program standards as one basis for assessing the programs. Each of the six standards is reviewed in respect to the extent that programs addressed underlying indicators. Findings showed that districts met slightly…

This article focuses on research findings from multiple evaluation studies on the teacher use of differentiated practices for gifted learners that have implications for best practice in gifted education internationally. Research questions centered on what specific differentiation practices were employed with gifted learners and distinctions found…

This article presents a description of the potential impacts from six different school-based evaluations, based on the perceptions of program coordinators and evaluators 1 to 3 years after the evaluation was conducted. It shares data on what recommendations of the evaluation were implemented and the rationale behind these decisions. Coordinators…

The Common Core State Standards (CCSS) is the most successful attempt to gain consensus across states for 21st century standards in language arts and mathematics. So far, 46 states have accepted these standards, with two consortia organized to translate them into resources and sample activities. A consultant firm has been hired to develop the…

The use of a classroom observation tool to monitor differentiation strategies is described, and relevant research findings using the form are reported. The advantages for using this approach to document differentiation are discussed as are the reasons teachers may question its intent. Applications for practice include its use as a self-assessment…

This monograph addresses planning and developing curricula for low income and minority gifted learners. Issues discussed include collaboration among professionals working with these students, choice of school program delivery models, involvement of parent and community support systems in nurturing potential, and curriculum interventions directed…

A comprehensive curriculum-development program which covers grades K-12 can ensure a meaningful scope and sequence of experiences for gifted learners. The experience of the Gary Community School Corporation and other Indiana communities with such an approach is described. Eight steps from needs assessment to implementing the model are presented.…

The article looks at issues of implementing the curriculum development process for gifted learners as it has been implemented in Gary, Indiana. Implementation is seen as an ongoing part of staff development, monitoring, and evaluation. Elements of success such as teacher involvement in decision making are identified. (DB)

The Midwest Talent Search Project is an effort to identify and provide an appropriate accelerated curriculum for gifted secondary school students in the midwest. Many aspects of the project are discussed here, including testing, programming, benefits, and implications for curriculum reform. (Author/MCG)

Educators can provide sound interventions for gifted students if they carefully consider their special needs, based on their characteristics. The learning needs of gifted students are delineated, based on their characteristics, and curriculum implications are derived. (TE)

To develop scope and sequence in the gifted curriculum in Gary (Indiana) Community Schools, a curriculum needs assessment was conducted. A curriculum framework was then developed by identifying desired educational outcomes, examining the gifted programs across levels and content disciplines, and linking the outcome statements to curriculum…

When developing scope and sequence documents for gifted education, program level planning and classroom implementation must be aligned. This article discusses methods for: organizing to accomplish curriculum alignment, matching the gifted program goals and activities to those in the general curriculum, and selecting materials for a gifted…

Analyzes the use of problem-based learning as a catalyst for developing and implementing curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to problem-based learning and describes inservice programs developed for teachers and administrators at the College of William and Mary (Virginia).…

In developing a gifted education curriculum, the match between learner and curriculum must be considered, and a strategy for preparing the scope-and-sequence curriculum product should be determined. In the curriculum development process in Gary, Indiana, goals and sequential learning objectives were generated for each subject area by grade level…