The "Discover" Project: Improving Assessment and Curriculum for Diverse Gifted Learners.

Abstract

The world we have created is a product of our thinking; it cannot be changed without changing our thinking.—Albert Einstein Need for Changes in Beliefs For over a century, educators have limited their beliefs about intelligence and superior abilities to research and theories from psychology, particularly from the research on "individual differences " even though this research has mainly been conducted on groups, especially those from advantaged and mainstream cultural backgrounds, with generalizations made based on averages and "standard " deviations rather than individual behavior (Ceci, 1996; Nielson, 1994). Ideas, results of empirical research, and theories from cultural anthropology, sociology, genetics, neuroscience, developmental psychology, education, and the new field of cognitive science must be integrated into our thought systems to form a more complete view of the multifaceted, multidimensional phenomenon we call giftedness. A New Framework: From Theory to Practice It is important to transfer theory and research into classrooms and communities by designing an assessment and curriculum model integrating the theoretical frameworks proposed by Ceci, Sternberg, (1997, 1999, 2002), and Gardner (1983, 1994), which are excellent examples of integrated perspectives. According to

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