RESOURCES USED TO SUPPORT THE ADVANCED LEARNING PROGRAM EVALUATION
Brody, L. (2004). Grouping and acceleration practices in gifted education. Thousand Oaks, CA: Corwin Press.
This volume of seminal articles on grouping and acceleration emphasize the importance of flexibility when assigning students to instructional groups and modifying the groups when necessary. Grouping and acceleration have proved to be viable tools to differentiate content for students with different learning needs based on cognitive abilities and achievement levels.
Colangelo, N., Assouline, S., & Gross, M. (2004). A nation deceived: How schools hold back Americaís brightest students (Vol. 2). Iowa City: University of Iowa, Belin Blank Center.
Interviewed years later, an overwhelming majority of accelerated students say that acceleration was an excellent experience for them. They feel academically challenged and socially accepted, and they do not fall prey to the boredom that plagues many highly capable students who are forced to follow the curriculum for their age peers. In spite of rich research evidence, schools, parents, and teachers have not accepted the idea of acceleration. A Nation Deceived presents why schools hold back Americaís brightest kids and shows that these reasons are simply not supported by research.
Kitano, M., Montgomery, D., VanTassel-Baska, J., & Johnsen, S.K., (2008). Using the national gifted education standards for pre-K-12
Professional development: A joint publication of the National Association for Gifted Children, Council for Exceptional Children, and The Association for the Gifted. Thousand Oaks, CA: Corwin Press.
The national gifted education standards are a framework for the knowledge that educators should
have when working with students of advanced ability. This book provides the standards, research and
resources to support each standard, and tools for using the standards as a critical foundation in professional
National Association for Gifted Children pre-K-12 program standards. Retrieved December 27, 2007,
The National Association for Gifted Children suggests program standards in seven areas, including program design, identification, program evaluation, curriculum and instruction, program administration and management, social-emotional guidance and counseling, and professional development. The program standards suggest considering issues outside the field of gifted education (e.g., standards) and also recommend a continuum of services with individualized differentiated education plans for gifted students.
Purcell, J. H., & Eckert, R. D. (Eds.) (2006). Designing services and programs for high-ability learners: A guidebook for gifted education. Thousand Oaks, CA: Corwin Press.
This nuts-and-bolts guide to the development of programs for advanced learners offers practical advice from leaders in the field on how-to of program development, including such topics as creating defensible program goals and objectives, establishing a plan for professional development, and creating a plan for program monitoring.
Renzulli, J. S., Leppien, J. H., & Hays, T. S. (2000). The multiple menu model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press.
Based on constructivist learning theory, The Multiple Menu Model presents six practical menus that guide curriculum developers as they bring together an understanding of a discipline, its content and methodologies, and a vast array of instructional techniques. Teachers have successfully used this approach to challenge learners on all levels and make learning more meaningful, relevant, and engaging.
Tomlinson, C. A. (Ed.). (2004). Differentiation for gifted and talented students. Waco, TX: Prufrock Press.
Seminal research articles from Gifted Child Quarterly, a peer-reviewed journal from the National Association for Gifted Children, are compiled on differentiation. Included are articles on the effectiveness of curriculum compacting, the effects of staff development, case studies of best practices for gifted students, and other pedagogical strategies.
Tomlinson, C. A., Kaplan, S. N., Renzulli, J., Burns, D. E., Leppien, J. H., & Purcell, J. H. (2001).
The parallel curriculum: A design to develop high potential and challenge high-ability learners.
Thousand Oaks, CA: Corwin Press.
The four parallel approaches to curriculum development illustrate ascending intellectual demands as a means of extending the intensity of challenge for students as they work toward expertise in learning. The four parallel approaches include core curriculum, curriculum of connections, curriculum of practice, and curriculum of identity. The book provides practical guidelines for developing curriculum that ensures a rich experience for all learners.
VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver,
This book provides practical applications regarding how to write and plan curriculum and instruction using standards-based instruction aligned with gifted programming. Scope and sequence development, curriculum planning, instructional delivery modes, and approaches for modifying standards are included using a planning model and an instructional model. The planning model acknowledges the important roles of curriculum planners, task analysis, and the educational climate of a school. The instructional model emphasizes the characteristics of gifted learners, philosophy and goals, student goals, learner outcomes, and classroom implementation.
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.).
Boston: Allyn & Bacon.
Section II of this book specifically outlines how national standards and outcomes can be adapted for gifted learners. Examples of a standard for regular education outcomes and more challenging standards for gifted learners are listed for mathematics, social studies, science, and reading. Selected chapters from Section I and Section IV also provide examples of written education plans and forms for gifted learners.
© 2008-2013 All rights reserved. Stratford Board of Education.