A Basis for Talent Development: The Integrated Curriculum Model and Evidence-Based Strategies

Autor/inn/en	Swanson, Julie Dingle; Brock, Laura; Van Sickle, Meta; Gutshall, C. Anne; Russell, Lara; Anderson, Lindsey
Titel	A Basis for Talent Development: The Integrated Curriculum Model and Evidence-Based Strategies
Quelle	In: Roeper Review, 42 (2020) 3, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2020.1765920
Schlagwörter	Talent Development; Integrated Curriculum; Evidence Based Practice; Elementary School Students; Intervention; Teacher Attitudes; Academic Ability; Teacher Expectations of Students; Low Income Students; Faculty Development; Attitude Change + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; Lehrerverhalten; Attitudinal change; Einstellungsänderung
Abstract	Why choose the Integrated Curriculum Model (ICM) in an effort to "raise the bar" for all students? Results of an intervention targeting kindergarten through grade five students in Title I schools using the ICM to change teacher perceptions of student abilities are reported. We describe the ICM as a component of school-wide intervention and connect to research on teacher beliefs about student abilities and instructional practices. This study includes explication of the ICM and other components in a Javits-funded intervention to change teacher perceptions and beliefs about talent in low-income learners. Teachers observed more high potential in students after 2 years' intervention. Teacher engagement with professional learning correlated with change in beliefs and practices. Teacher beliefs changed when they saw and understood high-level curricula and instruction through examples grounded in the ICM and linked to the psychology of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01