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ArticleQuality Curriculum and Instruction for Highly Able Students

Carol Ann Tomlinson2005

Article2005

Quality Curriculum and Instruction for Highly Able Students

Carol Ann Tomlinson

95 citations·0/0 files stored·Theory Into Practice

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Education, Achievement, and Giftedness Learning Styles and Cognitive Differences Educational Theory and Curriculum Studies

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(2005). Quality Curriculum and Instruction for Highly Able Students. Theory Into Practice: Vol. 44, Gifted Education, pp. 160-166.

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References

1962Thought and language 1998Understanding by Design 1985Developing Talent in Young People 1994Talented teenagers: the roots of success and failure 1997Inventing better schools: an action plan for educational reform 1991The academic acceleration of gifted children 2021Content–Based Curriculum for high-ability learners 1992Recommended practices in gifted education: a critical analysis

Cited by

2016Differentiated instruction: are Hong Kong in-service teachers ready?2015How Finnish elementary school teachers meet the needs of their gifted students 2012A Lack of Awareness and Emphasis in Preservice Teacher Training 2014Exploring Teacher Beliefs and Use of Acceleration, Ability Grouping, and Formative Assessment 2016Denial, opposition, rejection or dissent: why do teachers contest research evidence?2017Gifted Students’ Perceptions of Gifted Programs: An Inquiry Into Their Academic and Social-Emotional Functioning

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Details

Year2005

Typearticle

Published2005-04-21

VenueTheory Into Practice

ISSN-L0040-5841

Languageen

Citations95

Files0 public / 0

ShelfEducation, Achievement, and Giftedness

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doi10.1207/s15430421tip4402_10

openalex_workW2045852246

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2009Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators

2008Educational justice and the gifted