Effective Curriculum for Underserved Gifted Students: A CEC-TAG Educational Resource

Effective Curriculum for Underserved Gifted Students explains the need for a differentiated curriculum for gifted students typically underrepresented in gifted programs, including children of poverty and those who are from culturally and linguistically diverse populations. Features of research-based curriculum found to be effective in enhancing the academic achievement of these populations are highlighted. In addition, practical, evidence-based strategies for curriculum development and instruction are shared.

Table of Contents:
Preface Chapter 1: The Elusive Nature of Defining Terms and Conceptions Chapter 2: Research-Based Curriculum and Instructional Strategies for CLD Learners Chapter 3: Common Features of Effective CLD Curriculum Chapter 4: Factors That Impact Gifted CLD Learners’ Responses to Curriculum and Instruction Chapter 5: Next Steps: An Evidence-Based Model for Curriculum Development and Adaptation Chapter 6: Implications for Practice and School Reform References Appendix A: Websites and Online Resources Appendix B: Annotated Bibliography of Selected Readings by Topic About the Authors

About the Author :
Dr. Tamra Stambaugh is the Director of Programs for Talented Youth at Vanderbilt University. She is the coauthor (with Dr. Joyce VanTassel-Baska) of Comprehensive Curriculum for Gifted Learners, Overlooked Gems: A National Perspective on Low-Income Promising Students, and the Jacob's Ladder Reading Comprehension Program. Dr. Kimberley Chandler is the Curriculum Director at the Center for Gifted Education at The College of William and Mary. She completed her master's degree in gifted education and her Ph.D. in educational policy, planning, and leadership, with an emphasis in gifted education administration, at William and Mary. While in the master's degree program, she wrote the language arts unit Literary Reflections and received the A. Harry Passow Classroom Teacher Scholarship from the National Association for Gifted Children (NAGC). During her doctoral program, she was a participant in the David L. Clark Graduate Student Research Seminar in Educational Administration and Policy, sponsored by the University Council for Educational Administration (UCEA). She also received the NAGC Outstanding Doctoral Student Award and the NAGC Hollingworth Research Award.Kimberley's professional background includes teaching gifted students in a variety of settings, serving as an administrator of a school district gifted program, and providing professional development training for teachers and administrators nationally and internationally. She has also served as an adjunct instructor for gifted education endorsement courses for the University of Virginia, the College of Charleston, Casenex, Inc., and The College of William and Mary. Kimberley is the Network Representative on the NAGC Board of Directors, past chair of the NAGC Early Childhood Network and past co-chair of the NAGC Education Committee, Member-at-Large Representative and Membership Chair for the American Educational Research Association (AERA) Research on Giftedness, Creativity, and Talent (ROGCT) Special Interest Group, Newsletter Editor for the CEC-TAG Board of Directors, board member of the Virginia Association for the Gifted (VAG), and USA Representative to the World Council for Gifted and Talented Children (WCGTC). Her research interests include curriculum implementation and policy issues in gifted education and the design and evaluation of professional development programs for teachers of the gifted.Recently, she coauthored a book for Prufrock Press with Dr. Tamra Stambaugh: Effective Curriculum for Underserved Gifted Students. She has also served as the editor for publications from the Center for Gifted Education that are distributed by Prufrock.