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Sommario
Introduction Section I: Foundations Chapter 1: In Context: Gifted Characteristics and the Implications for Curriculum Chapter 2: History of Gifted and Advanced Academic Curriculum Theory and Practice Chapter 3: General Curriculum Design: Principles and Best Practices Chapter 4: Aligning Curriculum to Standards Section II: Survey of Curriculum Models Chapter 5: Survey of Curriculum Models in Gifted Education: Frameworks for Developing and Implementing Differentiated Curricula Section III: Curriculum in the Core Subject Areas Chapter 6: Language Arts Curriculum for Gifted Learners Chapter 7: Mathematics Curriculum for Gifted Learners Chapter 8: Science Curriculum for Gifted Learners Chapter 9: Social Studies Curriculum for Gifted Learners Section IV: The Role of Assessment in Curriculum Development Chapter 10: Curriculum Implementation, Management, and Assessment: Special Consideration and Best Practices Section V: Trends and Future Directions for Curriculum for the Gifted Chapter 11: Creativity and Curriculum for the Gifted Chapter 12: The Role of Technology in Curriculum for the Gifted: From Little Acorns Grow Mighty Oaks Chapter 13: Service-Learning in Gifted Education: Addressing Cognitive and Affective Domains Chapter 14: Affective Curriculum: Proactively Addressing the Challenges of Growing Up Chapter 15: Culturally Responsive and Relevant Curriculum: The Revised Bloom-Banks Matrix About the Editors About the Authors
Info autore
Frances A. Karnes is professor of curriculum, instruction, and special education at The University of Southern Mississippi. She is widely known for her teaching, research, publications, innovative program developments, and service activities in gifted education and leadership training.
Kristen R. Stephens is an Associate Professor of the Practice, Licensure Officer, Academically/Intellectually Gifted Licensure Program at Duke University. She received her Ph.D. in special education with an emphasis in gifted education at the University of Southern Mississippi.
