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Content-based curriculum for high-ability learners
J. VanTassel-Baska & C. A. Little
Content-Based Curriculum for High-Ability Learners (3rd ed.) provides a solid introduction to core elements of curriculum development in gifted education and implications for school-based implementation. Written by experts in the field, this text uses cutting-edge design techniques and aligns core content with national and state standards. In addition to revised chapters, the third edition contains new chapters on topics including special populations of gifted learners, critical thinking, leadership, and university-level honors curriculum. The text identifies fundamental principles of curriculum that support advanced and high-potential learners: accelerated learning within the core content areas, use of higher order processes and products, and concept development. These emphases form threads across chapters in core content areas including language arts, mathematics, science, social studies, world languages, and the arts. Additional chapters explore structures to support implementation, including alignment with standards, assessment of learning, counseling, and promoting exemplary teacher practice through professional development.
From “The school-based psychosocial curriculum model. In J. VanTassel-Baska & C,” by Cross, T. L., Cross, J. R., & Andersen, L. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners, 3rd ed. (pp. 383-407). Waco, TX: Prufrock Press. Copyright 2018 by Prufrock Press. Reprinted with permission.
Cross, Tracy L.; Cross, Jennifer Riedl; and andersen, Lori, "The school-based psychosocial curriculum model" (2016). School of Education Book Chapters. 13.