Excellence in the education of the gifted student demands an equally excellent education of the teachers of the gifted and of the supporting educational community. A long-range program of staff development must be an integral part of any process of program development and maintenance. In this change-agentry model, staff development activities are viewed within a framework of three program stages: awareness, implementation, and maintenance. Selection of inservice activities appropriate to each stage are based on the developmental theories of Bloom (cognitive) and Krathwohl (affective) and on Renzulli's Enrichment Triad Model for gifted students.
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References
1.
BloomB. S. (Ed.) Taxonomy of educational objectives: Handbook I: Cognitive doman.New York: David McKay, 1956
2.
KrathwohlD. R.BloomB. S.MasiaB. B.Taxonomy of educational objectives. Handbook II: Affective domain. NewYork: David McKay, 1964
3.
RenzulliJ. S.The enrichment triad model: a guide for developing defensible programs for the gifted and talented.Wethersfield, Connecticut: Creative Learning Press, 1977
