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VanTassel-Baska, Joyce; Campbell, Myrtle – Gifted Child Today (GCT), 1988
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.…
Descriptors: Curriculum Development, Developmental Continuity, Elementary Secondary Education, Gifted
Fink, Albert H. – Behavior in Our Schools, 1988
The article describes factors relevant to the psychoeducational model of intervention with behavior disordered students, including values, biological predispositions, psychological development, and continuity of experience. The therapeutic potential of the teacher and the curriculum in helping students generate personal resources for coping is…
Descriptors: Adaptive Behavior (of Disabled), Behavior Disorders, Developmental Continuity, Developmental Psychology
Noam, Gil G.; Biancarosa, Gina; Dechausay, Nadine – 2002
Many children and adolescents, in Boston and elsewhere, experience drastic incongruities between their home, school, and community environments. Arguing that after-school programs can help to unify these disparate worlds, thereby fostering a sense of continuity for youth and aiding their development as learners, this report shows how best to…
Descriptors: Adolescents, After School Education, After School Programs, Agency Cooperation
