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Gifted Child Quarterly
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Bridging the Gap: A Tool and Technique to Analyze and Evaluate Gifted Education Curricular Units

Jeanne H. Purcell

Connecticut State Department of Education

Deborah E. Burns

University of Connecticut

Carol Ann Tomlinson

University of Virginia

Marcia B. Imbeau

University of Arkansas

Judith L. Martin

San Antonio School District

Research on the quality of educational standards, our knowledge about the quality of textbooks, and the performance of high-achieving students on international assessments all point to the need for exemplary curricula for gifted and talented young people. The gap between research in these areas and the needs of gifted and talented learners is startlingly clear. This article includes information about the development of a rubric that was originally designed to assess the quality of curricular units that are submitted annually to the National Association for Gifted Children (NAGC) Curriculum Division's Curriculum Competition. The article also includes information about 4 different, but related, uses for the rubric. Ultimately, we hope that the use of this tool and assessment technique by practitioners across the country will begin to close the enormous gap between the learning needs of gifted and talented young people and curricula.

Gifted Child Quarterly, Vol. 46, No. 4, 306-321 (2002)
DOI: 10.1177/001698620204600407
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 Gifted Child QuarterlyHome page
J. VanTassel-Baska and E. F. Brown
Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education
Gifted Child Quarterly, January 1, 2007; 51(4): 342 - 358.
[Abstract] [PDF]