Library of Congress Cataloging-in-Publication Data
Introduction to curriculum design in gifted education / edited by Kristen R. Stephens, Ph.D., and Frances A. Karnes, Ph.D. 1 online resource.
Description based on print version record and CIP data provided by publisher; resource not viewed. ISBN 978-1-61821-480-5 (pdf) — ISBN 978-1-61821-481-2 (ePub) — ISBN 978-1-61821-479-9 (pbk.) 1. Gifted children–Education–Curricula–United States. 2. Curriculum planning–United States. I. Stephens, Kristen R., editor of compilation. II. Karnes, Frances A., editor of compilation. LC3993.9 371.95–dc23
2015035996
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ISBN-13: 978-1-61821-481-2
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TABLE OF CONTENTS
Introduction Kristen R. Stephens and Frances A. Karnes
Section I: Foundations
Chapter 1: In Context: Gifted Characteristics and the Implications for Curriculum Angela M. Housand
Chapter 2: History of Gifted and Advanced Academic Curriculum Theory and Practice Elissa Brown
Chapter 3: General Curriculum Design: Principles and Best Practices Jessica A. Hockett and Catherine M. Brighton
Chapter 4: Aligning Curriculum to Standards Susan K. Johnsen
Section II: Survey of Curriculum Models
Chapter 5: Survey of Curriculum Models in Gifted Education: Frameworks for Developing and Implementing Differentiated Curricula Ann Robinson and Audrey Tabler
Section III: Curriculum in the Core Subject Areas
Chapter 6: Language Arts Curriculum for Gifted Learners Elizabeth A. Fogarty
Chapter 7: Mathematics Curriculum for Gifted Learners M. Katherine Gavin
Chapter 8: Science Curriculum for Gifted Learners Michael S. Matthews
Chapter 9: Social Studies Curriculum for Gifted Learners Shelagh A. Gallagher
Section IV: The Role of Assessment in Curriculum Development
Chapter 10: Curriculum Implementation, Management, and Assessment: Special Consideration and Best Practices Carolyn M. Callahan
Section V: Trends and Future Directions for Curriculum for the Gifted
Chapter 11: Creativity and Curriculum for the Gifted Bonnie Cramond and Sarah E. Sumners
Chapter 12: The Role of Technology in Curriculum for the Gifted: From Little Acorns Grow Mighty Oaks Brian C. Housand
Chapter 13: Service-Learning in Gifted Education: Addressing Cognitive and Affective Domains Kristen R. Stephens, David Malone, and Alissa P. Griffith
Chapter 14: Affective Curriculum: Proactively Addressing the Challenges of Growing Up Jean Sunde Peterson
Chapter 15: Culturally Responsive and Relevant Curriculum: The Revised Bloom-Banks Matrix Donna Y. Ford and Michelle Frazier Trotman Scott
About the Editors
About the Authors
Introduction Kristen R. Stephens and Frances A. Karnes
Curriculum is a fundamental component of our educational system serving to guide both teachers and students through the teaching and learning process. In recent years, the examination of what and how we teach has intensified with the introduction of the Common Core State Standards in Mathematics and English Language Arts. Although conversations pertaining to these and other standards can be quite contentious, these new standards have encouraged critical reflection around what is important for students to know, understand, and do within and across grade levels.
As modifications are made to the general curriculum, educators of the gifted must closely analyze the implications of such changes for the curriculum for gifted students. As curriculum reformers tout the implementation of these new standards as providing a more rigorous curricular experience for students, gifted education advocates must acknowledge that these more rigorous standards will still require adjustments to address the educational needs of our gifted learners. The idea of a one-size-fits-all curriculum is not only impractical, it is disingenuous given the unique learning needs of each student in our classrooms.
The goal of this text is to present the current thinking and scholarship regarding curriculum development for the gifted to assist educators in developing new and/or modifying existing curriculum for gifted learners. The text is organized into five sections: Foundations, Survey of Curriculum Models, Curriculum in the Core Subject Areas, The Role of Assessment in Curriculum Development, and Trends and Future Directions for Curriculum for the Gifted.
Section I: Foundations provides the reader with the essential background knowledge needed to develop curriculum for the gifted.
In Chapter 1, Angela Housand highlights the characteristics of gifted students and their implications for curriculum development. Components of the curriculum that are responsive to the curious, creative, capable, connected, and conscientious leaderall aspects of the gifted learnerare examined.
Chapter 2 by Elissa Brown provides an overview of the history of curriculum theory and practice. Social and political tensions as well as advancements in our understanding of the development of human cognition are all explored in relation to their influence on curriculum development in both general and gifted education.
Jessica Hockett and Catherine Brighton present the principles and best practices of general curriculum design in Chapter 3. The source and organization of the curriculum, the goals and priorities of the curriculum, and the tailoring of curriculum are all discussed in the context of developing high-quality curriculum for all students.
In Chapter 4, Su
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