Content-Based Curriculum for Advanced Learners

4. Auflage 2023
ISBN: 978-1-032-31525-6
Verlag: Routledge

Buch, Englisch, 704 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 1304 g

The fourth edition of Content-Based Curriculum for Advanced Learners provides readers with a complete and up-to-date introduction to core elements of curriculum development in gifted education with implications for school-based implementation.

Written by key experts in the field, this text is essential to the development of high-powered, rich, and complex curricula that treat content, process, product, and concept development considerations as equal partners in the task of educating gifted learners. Along with revised chapters, this edition contains new chapters on culturally responsive curriculum, the performing arts, robotics, and engineering design, as well as social and emotional learning. Additional material concerning talent trajectories across the lifespan accompanies a discussion of honors curriculum in higher education, rounding out this comprehensive resource.

This master text is a must read for educators interested in executing effective curriculum and instructional interventions to support learning for gifted and advanced learners.

Autoren/Hrsg.

Vantassel-Baska, Joyce

Little, Catherine A.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Geistes- und Sozialwissenschaften (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Introduction to the book [Joyce VanTassel-Baska and Catherine A. Little] Section I Introduction to Curriculum and Advanced Learner Groups 1. Introduction to the Integrated Curriculum Model [Joyce VanTassel-Baska] 2. Characteristics and Curricular Needs of Advanced Learners [Elissa F. Brown] 3. Curricular Considerations for Advanced Learners from Low-Income Backgrounds [Joyce VanTassel-Baska and Tamra Stambaugh] 4. Accommodations for English Language Learners [Susan Dulong Langley and Shana Lusk] 5. Curricular Considerations for Twice-Exceptional Learners [Claire E. Hughes] 6. Cultural Responsiveness and Social Justice: Principles of Advanced Learning [April Wells] Section II The Defining Dimensions of the Integrated Curriculum Model 7. Accelerative Strategies for Meeting the Academic Needs of Advanced Learners [Linda E. Brody] 8. Integrating Higher-Order Process Skills into Curriculum for Advanced Learners [Tamra Stambaugh and Catherine A. Little] 9. Using Problem/Project-Based Learning as the Primary Higher-Order Process in the ICM Formula for Success [Jason S. McIntosh] 10. Concept-Based Curriculum and Instruction with the Integrated Curriculum Model [Catherine A. Little] 11. Curriculum-Based Assessment for Advanced Learners [Susan K. Johnsen and Joyce VanTassel-Baska] Section III: Applications of the ICM in the Core Content Areas 12. Language Arts Curricular Considerations for Advanced Learners [Catherine A. Little] 13. Mathematics Curricular Considerations for Advanced Learners [M. Katherine Gavin] 14. Science Curricular Considerations for Advanced Learners [Alicia Cotabish, Michelle B. Buchanan, and Debbie Dailey] 15. Social Studies Curricular Considerations for Advanced Learners [Molly M. Sandling] Section IV: Extending ICM Beyond the Core: Interdisciplinary Applications 16. The Role of STEAM and Robotics in the T

Über Autor(innen)

Joyce VanTassel-Baska is the Jody and Layton Smith Professor Emerita of Education and founding director of the Center for Gifted Education at The College of William and Mary in Virginia, where she developed a graduate program and a research and development center in gifted education. Her research interests continue to focus on appropriate interventions with gifted learners and talent development.

Catherine A. Little is a Professor in Giftedness, Creativity, and Talent Development in the Department of Educational Psychology at the University of Connecticut. Her research interests include professional learning, differentiation of curriculum and instruction for advanced learners, and classroom questioning practices.