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Tracy L. Cross – Gifted Child Today, 2025
The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…
Descriptors: Academically Gifted, Gifted Education, Talent Development, College Programs
Chandra B. Floyd – Gifted Child Today, 2025
At the Center for Gifted Education at William & Mary, content-based curriculum development and dissemination of materials for teaching gifted and high-ability learners has always been central to the mission. For over three decades, curriculum materials have been developed using Joyce VanTassel-Baska's Integrated Curriculum Model (ICM) and…
Descriptors: Gifted Education, Curriculum Development, Curriculum Evaluation, Integrated Curriculum
Baum, Susan – Roeper Review, 2023
Marcia Gentry personified a life well-lived. In this tribute to her work and legacy, her early ideas are highlighted. The author describes her professional experiences with Marcia during the years when Marcia was a doctoral student at the University of Connecticut. Recalling her initial motivation for a more inclusive form of identification of…
Descriptors: Biographies, Inclusion, Identification, Gifted Education
Sak, Ugur; Ayas, Bahadir – Gifted Education International, 2020
In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a…
Descriptors: Gifted Education, Academically Gifted, Curriculum Development, Enrichment
Calvert, Eric; Olszeswki-Kubilius, Paula; Cross, Tracy L.; Cross, Jennifer R. – Gifted Child Today, 2023
Project OCCAMS (Online Consortium for Accelerating Middle School) developed and piloted an accelerated curriculum through a design-based research approach combining the Integrated Curriculum Model, principles of culturally responsive instructional design, and extensive compacting. The program created a pathway for diverse middle school students to…
Descriptors: Academically Gifted, Gifted Education, Middle School Students, Acceleration (Education)
Kaplan, Sandra N. – Gifted Child Today, 2023
The classroom can become the primary source to introduce students to the processes that promote opportunities for self-differentiation or personal intellectual challenges. A missing component in some differentiated experiences is the need to provide gifted students with opportunities to gain the independence that fosters their abilities to assume…
Descriptors: Personal Autonomy, Gifted Education, Independent Study, Self Concept
Maurice J. Elias; Francesco Marsili; Lauren Fullmer; Annalisa Morganti; Erin Bruno – Gifted Education International, 2025
Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing…
Descriptors: Social Emotional Learning, Gifted, Children, Inclusion
Tan, Liang See; Ponnusamy, Letchmi Devi; Lee, Shu Shing; Koh, Elizabeth; Koh, Lauren; Tan, Jing Yi; Tan, Keith Chiu Kian; Chia, Terence Titus Song An – Gifted Education International, 2020
A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside…
Descriptors: Academically Gifted, Gifted Education, Secondary School Students, After School Programs
Weber, Christine L.; Mofield, Emily L. – Gifted Child Today, 2023
Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers' PCK and skills with gifted and high-potential students. These…
Descriptors: Special Education Teachers, Academically Gifted, Pedagogical Content Knowledge, Talent Development
Foley-Nicpon, Megan; Teriba, Akorede – Gifted Child Today, 2022
Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted…
Descriptors: Gifted Disabled, Individualized Education Programs, Students, Educational Policy
Robins, Jennifer H.; Sanguras, Laila Y.; Carpenter, Ashley Y. – Gifted Child Today, 2023
In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent…
Descriptors: Curriculum Development, Language Arts, Culturally Relevant Education, Acceleration (Education)
Farah, Yara N.; Jimenez, Lauren M. – Gifted Child Today, 2019
Students are active in shaping the implementation of any curricular intervention. At Paradise Valley Unified School District (PVUSD), more than 1,500 students in Grades 1 to 6 were recipients of the William & Mary English Language Arts (ELA) curriculum units. In this article, we share students' perceptions related to the following three…
Descriptors: Academically Gifted, Cooperation, Partnerships in Education, Teaching Models
Hébert, Thomas P.; Smith, Kenneth J. – Gifted Child Today, 2018
What does it mean for teachers to understand their students? For those of who teach gifted and talented students, teachers strive to understand how they think differently than their age-peers typically do. These teachers develop curriculum that fosters what is unique about their thinking. But to understand students fully, they need also to…
Descriptors: Gifted, Social Development, Emotional Development, Curriculum Development
Shaughnessy, Michael F. – Gifted Education International, 2019
This conversation with Joe Renzulli begins by exploring the length of time Renzulli has been involved with gifted education; when his first paper was published; the general tone of gifted education in the U.S. when Renzulli began his career; and the origin of Renzulli's "three-ring conxeptualization." Additionally, Renzulli is asked to…
Descriptors: Gifted, Educational History, Teaching Methods, Intelligence Tests
Schultz, Robert A. – Roeper Review, 2016
The discussion herein is guided by questions "asked" and responses "given" seemingly in one sitting. However, this is a façade. All responses are direct quotations from the published scholarly writings and unpublished archives of George and Annemarie Roeper. This is a conversation taking place somewhere in time, prompted by…
Descriptors: Recognition (Achievement), Change Agents, Educational Philosophy, Educational Change