Content-Based Curriculum for High-Ability Learners, Second Edition

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Sonst. Personen	VanTassel-Baska, Joyce (Hrsg.); Little, Catherine A. (Hrsg.)
Titel	Content-Based Curriculum for High-Ability Learners, Second Edition
Quelle	(2011), (508 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5936-3399-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academically Gifted; Special Education; Curriculum Development; Integrated Curriculum; Acceleration (Education); Thinking Skills; Cognitive Processes; Concept Formation; Creativity; Language Arts; Mathematics Curriculum; Science Curriculum; Social Studies; Second Language Learning; Art Education; Media Selection; Technology Uses in Education; Alignment (Education); Academic Standards; State Standards; Professional Development; Curriculum Implementation; Instructional Innovation; Instructional Effectiveness; Student Evaluation; Teacher Characteristics + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Acceleration; Beschleunigung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Kreativität; Sprachkultur; Gemeinschaftskunde; Zweitsprachenerwerb; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Medienwahl; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Schulnote; Studentische Bewertung
Abstract	The newly updated "Content-Based Curriculum for High-Ability Learners" provides a solid introduction to curriculum development in gifted and talented education. Written by experts in the field of gifted education, this text uses cutting-edge design techniques and aligns the core content with national and state standards. In addition to a revision of the original chapters, the second edition contains new chapters on topics such as teaching research skills to gifted students, second language learning, leadership, arts curriculum, and technology. The text is divided into three sections. The first section identifies the basic principles of curriculum development: accelerated learning within the core content areas, use of higher order process skills, development of creative student products, and concept development and learning. The second section incorporates these techniques into a chapter on each core content area: language arts, mathematics, science, and social studies. The third section focuses on the roles of teachers, program coordinators, and administrators during curriculum design: selecting resources and materials, making appropriate instructional choices, and assessing student learning. Chapters include: (1) An Introduction to the Book (Joyce VanTassel-Baska); (2) An Introduction to the Integrated Curriculum Model (Joyce VanTassel-Baska); (3) Who Is the Target Population for Gifted Curriculum? (Elissa F. Brown); (4) Accelerating Learning Experience in Core Content Areas (Joyce VanTassel-Baska and Beverly T. Sher); (5) Integrating Higher Order Process Skills and Content (Jeanne M. Struck and Catherine A. Little); (6) Product Development: Using Higher Order Skills and Processes to Create (Joyce VanTassel-Baska); (7) Concept Development and Learning (Linda D. Avery and Catherine A. Little); (8) Adapting Language Arts Curricula for High-Ability Learners (Catherine A. Little); (9) Adapting Mathematics Curricula for High-Ability Learners (Dana T. Johnson); (10) Adapting Science Curricula for High-Ability Learners (Janice I. Robbins); (11) Adapting Social Studies Curricula for High-Ability Learners (Molly M. Sandling); (12) Adapting World Languages for High-Ability Learners; (13) Adapting Arts Curricula for High-Ability Learners (Hope E. Wilson); (14) Selecting Resources and Materials for High-Ability Learners (Linda D. Avery and Kimberly Chandler); (15) Learning from and Learning with Technology (Del Siegel and Melissa S. Mitchell); (16) Assessing Student Learning (Joyce VanTassel-Baska and Li Zuo); (17) Aligning Curriculum for the Gifted with Content Standards and State Assessments (Tamra Stambaugh); (18) Professional Development to Support Successful Curriculum Implementation (Catherine A. Little and Kristina Ayers Paul); and (19) Implementing Innovative Curriculum and Instructional Practices in Classrooms and Schools: Using Research-Based Models of Effectiveness (Joyce VanTassel-Baska). Appended are: (1) NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education; (2) About the Editors; (3) About the Authors; and (4) Index. [For the first edition of "Content-Based Curriculum for High-Ability Learners," see ED471854.] (ERIC).
Anmerkungen	Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714. Tel: 800-998-2208; Fax: 800-240-0333; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10