Planning Gifted Education [microform] : Opportunity for School-Based Curriculum Development / C. A. Taylor.
The paper presents a model of curriculum development and applies this model to education of the gifted in the Republic of South Africa. Strategies in curriculum development are classified as center-periphery (in which central authorities develop curriculum to be implemented at the local school level...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1984.
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| Subjects: |
MARC
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| 100 | 1 | |a Taylor, C. A. |0 http://id.loc.gov/authorities/names/n94109712 |1 http://isni.org/isni/0000000045277741. | |
| 245 | 1 | 0 | |a Planning Gifted Education |h [microform] : |b Opportunity for School-Based Curriculum Development / |c C. A. Taylor. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 18 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the International Conference: Education for the Gifted "Ingenium 2000" (Stellenbosch, Republic of South Africa, June 26-29, 1984). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED292221. | ||
| 520 | |a The paper presents a model of curriculum development and applies this model to education of the gifted in the Republic of South Africa. Strategies in curriculum development are classified as center-periphery (in which central authorities develop curriculum to be implemented at the local school level), school based (in which the same individuals both develop and implement the curriculum), and collaborative (which features teacher involvement in curriculum development conducted under the guidance of curriculum specialists). Other aspects discussed include the "seat" of curriculum development, the expertise required, and whether curriculum development is site specific or generic. Application of the model to education in South Africa shows that the present system of curriculum development is usually externally based, implemented as directed, and developed by experts other than classroom teachers. Schools developing their own gifted education curricula need to define a concept of giftedness, determine goals and content, design differentiation and teaching/learning strategies, and coordinate with existing organizational forms. (DB) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Administrators. |b ericd. | |
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Decentralization. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 1 | 7 | |a Gifted. |2 ericd. |
| 650 | 1 | 7 | |a School Based Management. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
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