Melanie S. Meyer Educators are pulled in many different directions as they try to address mandated standards, accountability testing requirements, …
One way to meet the needs of gifted, high-achieving students, and/or high-ability students in the general elementary classroom is cluster grouping.
To examine gifted education practices in Texas, the Texas Association for the Gifted and Talented, in collaboration with Baylor University, conducted an online survey to identify teacher beliefs about gifted education, current gifted education practices, factors that influence practices, and possible student learning outcomes.
Curriculum needs to be responsive to gifted learners and address their differences through the overlapping dimensions of concepts, issues, and themes; process-product; and advanced content. These definitions describe important characteristics that are often associated with exemplary curriculum models in gifted education. Educators need to understand not only these curricular characteristics but also know which curriculum models are effective with gifted and talented learners. They need to apply theoretically-and research-based models of curriculum to ensure specific student outcomes.
During the high school years, gifted students should be developing domain-specific talents and the psychosocial skills that are necessary for advanced levels of achievement.
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