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Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students With Diversity Responsive Education Method

Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students With Diversity Responsive Education Method

HeeKap Lee
Copyright: © 2018 |Pages: 18
ISBN13: 9781522530411|ISBN10: 152253041X|EISBN13: 9781522530428
DOI: 10.4018/978-1-5225-3041-1.ch003
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MLA

Lee, HeeKap. "Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students With Diversity Responsive Education Method." Curriculum Development for Gifted Education Programs, edited by Jessica Cannaday, IGI Global, 2018, pp. 43-60. https://doi.org/10.4018/978-1-5225-3041-1.ch003

APA

Lee, H. (2018). Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students With Diversity Responsive Education Method. In J. Cannaday (Ed.), Curriculum Development for Gifted Education Programs (pp. 43-60). IGI Global. https://doi.org/10.4018/978-1-5225-3041-1.ch003

Chicago

Lee, HeeKap. "Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students With Diversity Responsive Education Method." In Curriculum Development for Gifted Education Programs, edited by Jessica Cannaday, 43-60. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3041-1.ch003

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Abstract

For decades, teachers, parents, and policymakers have dealt with the question of how to provide quality education for gifted and talented students. Even with increased emphasis and attention along with many diverse programs, the effectiveness of education programs for gifted and talented students have been unproductive and sometimes even wasteful. This chapter seeks to explain the reasons why those programs have been ineffective and provides a set of instructional strategies to educate gifted and talented students effectively based on Price and Nelson's (2007) educational framework, diversity responsive education model, where they suggest a three-component framework: 1) what to teach; 2) how to teach; and 3) the context for teaching and learning.

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