Teaching To Diversity Through Multiple Intelligences: Student And Teacher Responses To Instructional Improvement

Strahan, David; Summey, Heidi; Bowles, Nan

doi:10.1080/10848959.1996.11670067

Cited by 3 publications

References 6 publications

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Toward Best Practice

VanTassel‐Baska

Brown

2007

Gifted Child Quarterly

131

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This article provides an overview of existing research on 11 curriculum models in the field of gifted education, including the schoolwide enrichment model and the talent search model, and several others that have been used to shape high-level learning experiences for gifted students. The models are critiqued according to the key features they contribute to student learning, teacher use, and contextual fit, including alignment to standards and use with special populations of gifted and nongifted learners. The authors also provide a set of key principles derived from the research studies on what has been learned as a field about curriculum and instruction for the gifted. The article concludes with a set of practical considerations for educators in implementing any of the curricula analyzed and specific district applications of the Integrated Curriculum Model (ICM) that illustrate effective implementation over time.

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Toward Best Practice

VanTassel‐Baska

Brown

2007

Gifted Child Quarterly

131

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Enhancing Student Learning Through Arts Integration: Implications for the Profession

Gullatt¹

2008

hsj

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Connecting Perspectives on Teacher Development

Strahan

2022

Advances in Higher Education and Professional Development

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The author addresses the question, “How do teachers grow more accomplished as professionals?” A review of perspectives on teacher learning describes professional growth as a complex process that often proceeds in a progression “outward” (from self to tasks to students) and, at the same time, can progress “inward” (from concerns about capacity to manage classrooms to broader concerns about capacity to grow as a teachers). Research on accomplished teaching emphasizes complexity and variability, with identity and agency as essential factors in trajectories toward expertise. The author's own case studies with successful teachers demonstrate ways teachers enhance their professional identity and strengthen their sense of agency in the flow of classroom events and through thoughtful reflection. Based on these studies and the construct of pedagogically productive talk, he concludes that leaders can nurture professional development by providing time for teachers to talk about their work and support for collaboration.

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Teaching To Diversity Through Multiple Intelligences: Student And Teacher Responses To Instructional Improvement

Cited by 3 publications

References 6 publications

Toward Best Practice

Toward Best Practice

Enhancing Student Learning Through Arts Integration: Implications for the Profession

Connecting Perspectives on Teacher Development

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