Quality curriculum and instruction for highly able students

Theory into Practice

Volumn 44, Issue 2, 2005, Pages 160-166

  Tomlinson, Carol Ann ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18944401624     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4402_10     Document Type: Article

References (25)

1. Betts, G. (1985). Autonomous Learner Model for the gifted and talented. Greeley, CO: ALPS.
2. Bloom, B. (1985). Developing talent in young people. New York: Ballentine.
3. Brandt, R. (1998). Powerful learning. Alexandria, VA: Association for Supervision and Curriculum Development.
4. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented Teenagers: The roots of success and failure. New York: Cambridge University Press.
5. Erickson, H. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin.
6. Kaplan, S. (1994). Differentiating core curriculum and instruction to provide advanced learning opportunities. Sacramento, CA: California Association for the Gifted.
7. Levy, S. (1996). Starting from scratch: One classroom builds its own curriculum. Portsmouth, NH: Heinemann.
8. Maker, J., & Nielson, A. (1996). Curriculum development and teaching strategies for the gifted and talented. Austin, TX: Pro-Ed.
9. National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
10. Renzulli, J., Leppien, J., & Hays, T. (2000). The Multiple Menu Model: A critical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press.
11. Rogers, K. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press.
12. Renzulli, J., & Reis, S. (1997). The schoolwide enrichment model: A comprehensive plan for educational excellence. (2nd ed.). Manfield Center, CT: Creative Learning Press.
13. Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass.
14. Shore, B., Cornell, D., Robinson, A., & Ward, V. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.
15. Southern, W., & Jones, E. (Eds.). (1991). Academic acceleration of gifted children. New York: Teachers College Press.
16. Tomlinson, C. (1996). Good teaching for one and all: Does gifted education have an instructional identity. Journal for the Education of the Gifted, 20, 155-174.
17. Tomlinson, C. (1998). Curriculum and instruction for able learners in the middle grades: What would it take? In R. Williamson & J. Johnston (Eds.) Able learners in the middle level school (pp. 21-34). Reston, VA: National Association of Secondary School Principals.
18. Tomlinson, C., Kaplan, S., Purcell, J., Leppien, J., Burns, D., & Strickland, C. (2005). The Parallel Curriculum in the classroom: Essays for application across the content area, K-12. Thousand Oaks, CA: Corwin.
19. Tomlinson, C., Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. (2002). The Parallel Curriculum Model: A design to develop high potential and challenge high ability learners. Thousand Oaks, CA: Corwin.
20. VanTassel-Baska, J., & Little, C. (2003). Content-based curriculum for high ability learners. Waco, TX: Prufrock Press.
21. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
22. Vygotsky, L. (1986). Thought and language. (A. Kozulin, Trans. & Ed.). Cambridge, MA: MIT Press.
23. Ward, V. (1980). Differential education for the gifted. Ventura, CA: National/State Leadership Training Institute for the Gifted and Talented.
24. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
25. Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development.