Evidence-Based Curricular/Instructional Suggestions for Meeting the Needs of All Learners Including Those Who Are Advanced

Callahan C. M. Moon T. R. Oh S. Azano A. P. Hailey E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52, 137-167.

Hockett J. A. (2009). Curriculum for highly able learners that conforms to general education and gifted education quality indicators. Journal for the Education of the Gifted, 32, 394-440.

Kaplan S. (2005). Layering differentiated curriculum for the gifted and talented. In Karnes F. Bean S. (Eds.), Methods and materials for teaching gifted students (2nd ed., pp. 107-132). Waco, TX: Prufrock Press.

Renzulli J. S. (1988). The Multiple Menu Model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309.

Renzulli J. S. Reis S. M. (1985). The Schoolwide Enrichment Model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Tomlinson C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson C. A. Kaplan S. N. Renzulli J. S. Purcell J. H. Leppien J. H. Burns D. E. . . . Imbeau M. B. (2009). The parallel curriculum: A design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.

VanTassel-Baska J. (1986). Effective curriculum and instructional models for talented students. Gifted Child Quarterly, 30, 164-169.