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Toward Best Practice

An Analysis of the Efficacy of Curriculum Models in Gifted Education

The College of William and Mary

Elissa F. Brown

The College of William and Mary

This article provides an overview of existing research on 11 curriculum models in the field of gifted education, including the schoolwide enrichment model and the talent search model, and several others that have been used to shape high-level learning experiences for gifted students. The models are critiqued according to the key features they contribute to student learning, teacher use, and contextual fit, including alignment to standards and use with special populations of gifted and nongifted learners. The authors also provide a set of key principles derived from the research studies on what has been learned as a field about curriculum and instruction for the gifted. The article concludes with a set of practical considerations for educators in implementing any of the curricula analyzed and specific district applications of the Integrated Curriculum Model (ICM) that illustrate effective implementation over time.

Key Words: curriculum models • research-based evidence of effectiveness • differentiated curriculum for the gifted

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Gifted Child Quarterly, Vol. 51, No. 4, 342-358 (2007)
DOI: 10.1177/0016986207306323


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Web of Science (1) Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by VanTassel-Baska, J. Articles by Brown, E. F. Search for Related Content Social Bookmarking                         What's this?