Introduction to Curriculum Design in Gifted Education

by Kristen Stephens, Frances Karnes

Overview

Gifted students require a curriculum that intentionally aligns with their advanced abilities to ensure engagement at the appropriate level of intensity and depth. Introduction to Curriculum Design in Gifted Education offers an in-depth exploration of curriculum development for the gifted. Included are the general foundations of good curriculum design, a survey of curriculum models appropriate for gifted learners, an examination of design considerations across content areas, a detailed analysis of the role assessment has in the curriculum development process, and an exploration of trends and future directions of curriculum development for the gifted. Each chapter is authored by experts with considerable knowledge pertaining to curriculum implications for gifted students and is written with the practitioner in mind to facilitate effective implementation. This text is an essential addition to the library of any educator seeking to create new and/or adapt existing curriculum to better address the interests and abilities of gifted students.

Product Details

ISBN-13:	9781618214812
Publisher:	Sourcebooks
Publication date:	03/07/2017
Sold by:	Barnes & Noble
Format:	eBook
Pages:	350
File size:	6 MB

About the Author

Kristen R. Stephens, Ph.D., is an associate professor of the practice in the program in education at Duke University.
Frances A. Karnes, Ph.D., is a retired professor of education from The University of Southern Mississippi. They have collaborated on a number of articles and books pertaining to gifted education.

Table of Contents

Introduction Kristen R. Stephens Frances A. Karnes vii

Section I Foundations

Chapter 1 In Context: Gifted Characteristics and the Implications for Curriculum Angela M. Housand 3

Chapter 2 History of Gifted and Advanced Academic Curriculum Theory and Practice Elissa Brown 23

Chapter 3 General Curriculum Design: Principles and Best Practices Jessica A. Hockett Catherine M. Brighton 41

Chapter 4 Aligning Curriculum to Standards Susan K. Johnsen 63

Section II Survey of Curriculum Models

Chapter 5 Survey of Curriculum Models in Gifted Education: Frameworks for Developing and Implementing Differentiated Curricula Ann Robinson Audrey Tabler 95

Section III Curriculum in the Core Subject Areas

Chapter 6 Language Arts Curriculum for Gifted Learners Elizabeth A. Fogarty 129

Chapter 7 Mathematics Curriculum for Gifted Learners M. Katherine Gavin 151

Chapter 8 Science Curriculum for Gifted Learners Michael S. Matthews 175

Chapter 9 Social Studies Curriculum for Gifted Learners Shelagh A. Gallagher 195

Section IV The Role of Assessment in Curriculum Development

Chapter 10 Curriculum Implementation, Management, and Assessment: Special Consideration and Best Practices Carolyn M. Callahan 223

Section V Trends and Future Directions for Curriculum for the Gifted

Chapter 11 Creativity and Curriculum for the Gifted Bonnie Cramond Sarah E. Sumners 243

Chapter 12 The Role of Technology in Curriculum for the Gifted: From Little Acorns Grow Mighty Oaks Brian C. Housand 261

Chapter 13 Service-Learning in Gifted Education: Addressing Cognitive and Affective Domains Kristen R. Stephens David Malone Alissa P. Griffith 281

Chapter 14 Affective Curriculum: Proactively Addressing the Challenges of Growing Up Jean Sunde Peterson 307

Chapter 15 Culturally Responsive and Relevant Curriculum: The Revised Bloom-Banks Matrix Donna Y. Ford Michelle Frazier Trotman Scott 331

About the Editors 351

About the Authors 353

Editorial Reviews

Gifted students need a curriculum that feeds their needs, as do all students. Often, gifted students are overlooked in favor of the needs of struggling students in the classroom. However, in order to fully engage them in education, their unique educational needs must be taken into account. Changing the curriculum for gifted students does not simply mean adding more work to their plate—there is much more involved. Gifted students require both their creativity and their curiosity to be engaged to achieve maximum potential. Several professors collaborate on designing a curriculum for gifted students. They lay the foundations, detailing common misconceptions of gifted curriculums and adding ideas on how to engage students. They also discuss several types of models for creating a gifted curriculum and explain the history of catering to students that find themselves bored in the regular classroom. The book divides subjects into chapters, discussing language arts, math, science, and social studies in detail, as well as the best practices for helping gifted students in each subject. This book also provides tools for educators to ascertain that the strategies for gifted students are working; therefore there is a chapter on assessing the new curriculum. The last portion of the book looks at the future of educating gifted students and current trends. While this book is not required reading for most librarians, school librarians might find the knowledge helpful and informative. Reviewer: Jennifer Rummel; Ages 11 to Adult.

VOYA, April 2016 (Vol. 39, No. 1) - Jennifer Rummel