This special issue will include articles that address:
(a) Curriculum models and their application in different gifted education programs;
(b) Innovative strategies applied for teaching gifted and able learners; and
(c) Unique programs or courses developed for gifted and able students in different fields, or as transdisciplinary topics.
(d) Assessment models that are effective in measuring gifted student growth.
Authors participating in this special issue can address any of the following dimensions of the project:
Often the heart of gifted services, namely the curriculum, instruction, and assessment differentiation practices that are used, receive little attention in the dialogue about what constitutes gifted education. Rather, we have tended to focus on general approaches that are promising with all learners, assuming they constitute best practice with the gifted. Meanwhile, current general education is moving toward a transdisciplinary approach focusing on concepts and using problem- and project-based learning. How is this translated into unique courses and programs offered to gifted and able students of different cultures, and levels? How is the personal development of a student taking part in a gifted program measured? How is personalized learning used in gifted education, and what are its effects?
We have studies suggesting that the use of differentiated curriculum matters in the learning of gifted students. How do teachers use curriculum models when designing courses/programs for the gifted? What are the most used curriculum models and why? How do curriculum models develop 21st skills, and how are they perceived by students and teachers as contributing to learning?
Innovative teaching-learning strategies first applied in gifted education are now being used for teaching all students. What innovative teaching-learning strategies are currently used in gifted education? What effects do innovative teaching strategies (such as blended learning, MOOCS, and personalized learning) have on the academic performance, and social-emotional well-being of gifted students?
These are but some of the questions that we hope can be answered through the research and development work of prospective authors for this special issue. We invite you to consider submitting a manuscript that may be theoretical or empirical and addresses some aspect of best practice for gifted learners in curriculum, instruction and/or assessment.
Notification of intent to submit a manuscript: February 15, 2018 (Send your notification by email to both guest editors of the project – Hava and Joyce. Their email addresses are listed below.)
Manuscript submission deadline: May 30, 2018
Submission guidelines for manuscripts appear in the back of each issue of the Roeper Review and on our website.
At the time of submission, please indicate that your article is intended for the Special Issue on Curriculum and Instructional Best Practices.