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Your search keyword '"Van Tassel-Baska, Joyce"' showing total 7 results
Start Over Author "Van Tassel-Baska, Joyce" Topic curriculum development
7 results on '"Van Tassel-Baska, Joyce"'

1. Case Studies of Promising Change Schools.

Author

Van Tassel-Baska, Joyce

Abstract

This paper contains findings of a study that investigated the extent to which three schools nationally recognized for their change efforts could provide evidence of systemic change. The conceptual framework was developed from the following sources: (1) the effective-schools movement; (2) structural reform; (3) the middle-school movement; (4) curriculum, instruction, and assessment reform efforts; and (5) the literature on special-needs populations. Data were obtained from interviews with the principals, school district personnel, teachers, students, and parents; classroom observation; and document analysis. Findings indicate that structural change efforts received the most focus in the three schools. Despite engagement with the authentic-assessment movement, there was little change in curriculum and assessment practices. Finally, the schools clearly communicated their visions. A conclusion is that changing a school's philosophy and/or mission is only one step toward systemic change. Until change moves from the school-level structural arena to the classroom-level arena of curriculum and instruction, reform will continue to be piecemeal rather than systemic. One figure and a copy of the interview protocol are included. (LMI)

Published
1995

2. A Longitudinal Assessment of Gifted Students' Learning Using the Integrated Curriculum Model (Icm): Impacts and Perceptions of the William and Mary Language Arts and Science Curriculum

Author

Feng, Annie Xuemei, Van Tassel-Baska, Joyce, and Quek, Chwee

Abstract

This study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum. Findings suggest that gifted student learning at grades 3 to 5 has been enhanced at significant and important levels in language arts critical reading and persuasive writing and scientific research design skills, through the use of the curriculum across individual academic years and over a period of 6 years. Repeated exposure over 2- to 3-year periods across cohort groups demonstrated strong increasing achievement patterns. The majority of all stakeholder groups found the curriculum to be effective and beneficial in very specific ways.

Published
2005

3. The Development of Talent through Curriculum.

Author

Van Tassel-Baska, Joyce

Abstract

An integrated curriculum model (ICM) is applied to the talent development process. Discussion focuses on a rationale for such a model, model features, applications in two federally funded curriculum projects, and relationship of the ICM to curriculum reform variables and implementation considerations. (DB)

Published
1995

4. Scientific Experimentation.

Author

Van Tassel-Baska, Joyce

Abstract

A project to develop science curricula for high-ability learners in grades K-8 reviewed curriculum materials and developed criteria for assessing curriculum materials, science concept papers, a scope and sequence model, and exemplary curriculum units. The curriculum centered on the role of students as investigators. Implications of the project are discussed. (JDD)

Published
1993

5. Linking Curriculum Development for the Gifted to School Reform and Restructuring.

Author

Van Tassel-Baska, Joyce

Abstract

This paper compares academic performance of American students with that of other countries; addresses responses to poor performance, such as outcome-based approaches to learning and use of national standards; outlines practices being adopted by schools to promote reform; identifies curriculum reform principles; and discusses implications for gifted education at national, state, local, and classroom levels. (JDD)

Published
1993

6. Planning Effective Curriculum for Gifted Learners.

Author

Van Tassel-Baska, Joyce and Van Tassel-Baska, Joyce

Abstract

This book on effective curriculum for gifted students begins with an introduction that discusses gifted education's use of the special education model and implications of current educational reform. Part 1, "General Issues in the Design and Development of Appropriate Curricula for the Gifted," then explores scope and sequence in curricula for the gifted, correspondence between gifted learner characteristics and curricula, philosophy and goals for a gifted program, gifted learner outcomes, teaching-learning activities and resources, instructional strategies and management techniques, assessing and evaluating curricula, and implementing a curriculum for gifted learners. Part 2, "Specific Considerations in Planning Curricula for Special Populations of Gifted Learners," notes such special populations as disadvantaged gifted, underachievers, gifted girls, and gifted students with disabilities. This part then examines methods of identifying and nurturing disadvantaged gifted students and learning-disabled gifted students, and offers an individualized plan for a learning-disabled gifted female. Part 2 also contains four chapters written by other authors: "A Perspective on Curriculum Development for Gifted Learners" (Gail McEachron-Hirsch); "Curricula for Exceptional Children: A Special Education Perspective" (Virginia Laycock); "Gifted Children with Specific Learning Disabilities" (Lori Korinek); and "Bridging Family and School: A School Psychologist Perspective" (Agnes Donovan). The appendix contains sample curriculum units, as follows: tessellations unit (fifth grade), marvelous machines (fifth grade), the unexpected (eighth grade), exponential and logarithmic functions (high school), a scientist's history of the world (fourth to sixth grades), and investigating weather folklore (fourth grade). (JDD)

Published
1992

7. Planning Effective Curriculum Experiences for Gifted Learners.

Author

Van Tassel-Baska, Joyce

Abstract

The Instructional Design Model is presented for planning effective curriculum for gifted learners. The model first focuses on what basic curriculum dimensions are necessary for serving gifted students and then clarifies the fundamental purposes of a gifted program. Next steps include identifying and assessing learning outcomes. (Contains 3 references.) (CR)

Published
2002

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