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Language Arts Curriculum (available for Purchase from Kendall/Hunt publishing)
Title |
Unit Description |
Grade Level |
Beyond Words |
This literature unit, organized around the
study of figurative language, explores the idea
that language can change the way we think about
the world by creating new images and connections
in our minds. The unit uses poetry and picture
books as the basis for analyzing different types
of figurative language, including simile, metaphor,
and personification, and gives opportunities for
students to create their own literary images.
In addition, the unit introduces students to persuasive
writing and to advanced word study, as well as
providing an opportunity for students to explore
how language changes over time in their families
and their culture.
2001 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
1 - 2 |
Journeys and Destinations |
This unit uses an inquiry-based
approach to investigate literature in an interdisciplinary,
multicultural curriculum. The guiding theme of
this unit is the recognition of change as a concept
that affects people and their relationships to
the world around them. An open-ended approach
to the discussion process is emphasized in the
search for meaning in literature selections such
as Aesop’s fables, The Green Book, Bringing the Rain to Kapiti Plain, and
"The Ugly Duckling." Vocabulary development,
writing activities, oral communication, research,
and reasoning are integrated into the unit.
1998 Winner of a National
Association for Gifted Children Curriculum Division
Award for Outstanding Curriculum |
2 - 3 |
Literary Reflections
|
While all four language arts strands of literature,
writing, language study, and oral communication
are integrated into this unit, the core of the
unit involves students interacting with literature
while enhancing reading comprehension and textual
analysis skills. The literature selections, including The Secret Garden and world class short
stories by such authors as Tolstoy and Singer
serve as a basis for discussion.
2000 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum
|
4 - 5 |
Patterns of Change |
The concept of cyclic patterns of
change was chosen as the unifying theme for this
unit. Selected literary works deal with cycles in
nature, knowledge, history, and human life. Students
are introduced to some of the important approaches
and ideas of literary criticism. Students are encouraged
to use journals, literature webs, essays, and visual
projects to organize and express their ideas about
various literary selections. Works studied in the
unit include Conrad’s My Daniel, “The
Helpful Badger” by Lawrence Yep, and poetry
by Dickinson, Sandburg, Angelou, and Shakespeare. |
4 -6 |
Autobiographies |
In this unit, students study the concept of
change by reading autobiographies of writers and
by looking at change in the lives of writers and
other artists. As they examine life stories and
self-portraits, they study literature and examine
works of art from various cultures. In order to
gain insight into the development of talent, students
are encouraged to explore their own identities
as talented learners through discussions, research,
oral presentations, and reflective writing. Autobiographical
writings from authors including Beverly Cleary,
Eloise Greenfield, Isaac Singer, and Lawrence
Yep are explored.
1997 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
5 - 6 |
Persuasion
|
This unit highlights elements of
persuasion, especially as it relates to oral communication.
Students must cite passages from literature to defend
their points of view in discussion as well as in
written arguments. Literature selections such as
"The Valiant," "The Pied Piper of
Hamelin," and the Declaration of Independence
frame the basis for exploring the reasoning process
through analysis and interpretation. Opportunities
are presented for impromptu, informative, and persuasive
speeches, debate, small and large group discussion,
and critical reasoning. Persuasive writing, reasoning,
research, and language study are included throughout
the unit. |
5 - 7 |
The 1940s: A Decade of Change |
This unit looks at the historical events and social
issues of the 1940s through the literature of the
decade, including novels, short stories, poetry,
essays, letters, and newspapers. Numerous opportunities
for reading, writing, listening, linguistic competency,
and speaking are incorporated into the unit. Each
student is required to pose a hypothesis and conduct
research concerning some issue of significance that
arises from the literature that is studied. Students
make both a written and an oral presentation of
their research. The unit is rich in materials that
highlight the concept of change, including works
such as Hersey's Hiroshima, The Diary
of Anne Frank, and Spiegelman's Maus II. |
6 - 10 |
Utopia
|
This unit provides an overview of
utopia as seen by various individuals, groups, and
countries and gives students an opportunity to examine
why ideas about utopia undergo change. Through the
study of literature, art, music, and other classroom
activities, students learn about the search through
the ages for utopia and the struggles to grasp and
maintain it on both personal and societal levels.
Exploring utopia through personal dreams and goals
allows students to analyze the literature they read
more thoroughly throughout this unit. Literature
selections include Orwell’s Animal Farm,
Lowry’s The Giver, “The Man
That Corrupted Hadleyburg,” by Twain, and
poetry by Cavalli and Enzensberger. |
7 - 9 |
Threads of Change in 19th Century American
Literature |
This unit uses literature of the 19th century
to explore five historical movements: romanticism,
transcendentalism, abolitionism, industrialism,
and feminism. Each of the five "isms"
has its own "literature box" containing
appropriate documents to serve as a resource for
teams of students. The “isms” are investigated
as change agents in American life through the study
of key writings of the period. Literary works studied
in the unit include Twain's The Adventures of
Huckleberry Finn, Melville's Billy Budd, Sailor, Hawthorne's "Dr. Heidegger's
Experiment," and selected Poe short stories. |
7 - 11 |
| Guide to Teaching a Language
Arts Curriculum for High-Ability Learners |
This teacher's guide contains important
information for the implementation of the accompanying
units, all organized around the concept of change.
The guide provides the design specifications used
in the development of the units, criteria for assessing
language arts curriculum, and a section on monitoring
language arts classrooms to ensure faithful implementation
practices. |
K - 12 |
| Libraries Link Learning: Program and Curriculum
Resource Manual for Use with At-Risk Gifted Children |
The purpose of the Libraries Link Learning project
was to provide teachers and librarians with tools
for identifying at-risk gifted learners and strategies
for developing sound programs to serve them. The
manual describes an eight-session, literature-based
curriculum for young, at-risk gifted learners that
connects literature, writing, and bookmaking. (Authors:
Linda Neal Boyce, Jane M. Bailey, & Joyce VanTassel-Baska)
(1990) Available for purchase from the Center.
|
K - 2 |
Change Through Choices
|
Choices and the consequences of
choices that people make have an important impact
on life and the success of individuals. This unit,
designed for high-ability students, focuses on catalytic
choices that determine change in a variety of situations.
Rich in content, the world literature chosen can
be analyzed and synthesized for depth in understanding
cultural similarities and differences. This unit
attempts to give the student a chance to question
real world choices and problems and decide what
valuable lessons can be learned through careful
individual examination of options. (Author: Felicia
Dixon) (1997) Available for purchase from the Center. |
10 - 12 |
Navigators (available for Purchase from The Center for Gifted Education )
| Title |
Author |
Suggested Grade
Levels |
| Jumanji |
Chris Van Allsburg |
Grades 1-3 |
| The Garden of Abdul Gasazi (NEW) |
Chirs Van Allsburg |
Grades 2-3 |
| Charlotte’s Web |
E. B. White |
Grades 3-4 |
| Sarah, Plain and Tall |
Patricia MacLachlan |
Grades 3-4 |
| Talk About a Family (NEW) |
Eloise Greenfield |
Grades 3-4 |
| The Abracadabra Kid (NEW) |
Sid Fleischman |
Grades 4-5 |
| Bud, Not Buddy (NEW) |
Christopher Paul Curtis |
Grades 4-5 |
| The Egypt Game |
Zilpha Keatley Snyder |
Grades 4-5 |
| Everything on a Waffle |
Polly Horvath |
Grades 4-5 |
| Shiloh (NEW) |
Phyllis Reynolds Naylor |
Grades 4-5 |
| Stone Fox (NEW) |
John Reynolds Gardiner |
Grades 4-5 |
| Snow Treasure |
Marie McSwigan |
Grades 4-5 |
| Bridge to Terabithia (NEW) |
Katherine Paterson |
Grades 4-6 |
| Number the Stars |
Lois Lowry |
Grades 4-6 |
| A Year Down Yonder |
Richard Peck |
Grades 4-6 |
| The Great Gilly Hopkins |
Katherine Paterson |
Grades 4-6 |
| A Girl from Yamhill (NEW) |
Beverly Cleary |
Grades 5-6 |
| Sarah Bishop |
Scott O’Dell |
Grades 5-6 |
| Little by Little (NEW) |
Jean Little |
Grades 5-7 |
| Little Women |
Louisa May Alcott |
Grades 5-7 |
| Tuck Everlasting |
Natalie Babbitt |
Grades 5-7 |
| Walk Two Moons |
Sharon Creech |
Grades 5-7 |
| The Dark is Rising |
Susan Cooper |
Grades 6-7 |
| Breath |
Donna Jo Napoli |
Grades 6-8 |
| A Day of Pleasure: Stories of a Boy Growing Up in Warsaw (New) |
Isaac Bashevis Singer |
Grades 6-8 |
| The Giver |
Lois Lowry |
Grades 6-8 |
| The Invisible Thread (NEW) |
Yoshiko Uchida |
Grades 6-8 |
| The Pearl |
John Steinbeck |
Grades 6-8 |
| Summer of My German Soldier |
Bette Greene |
Grades 6-8 |
| Call of the Wild |
Jack London |
Grades 7-10 |
| The Day They Came to Arrest the Book |
Nat Hentoff |
Grades 7-10 |
1984 (NEW) |
George Orwell |
Grades 9-12 |
| Henry IV, Part 1 |
William Shakespeare |
Grades 9-12 |
| Hamlet |
William Shakespeare |
Grades 9-12 |
| Twelfth Night |
William Shakespeare |
Grades 9-12 |
Navigators available online
| Title |
Author |
Suggested Grade
Levels |
An Angel for Solomon Singer
pdf
version (full Navigator) |
Cynthia Rylant
|
Grades 2-3 |
Charlie and the Chocolate Factory
pdf
version (abbreviated version)
|
Roald Dahl
|
Grades 3-5 |
The Door in the Wall
pdf
version (abbreviated version) |
Marguerite de Angeli |
Grades 4-6 |
Who Really Killed Cock Robin?
pdf
version (full Navigator) |
Jean Craighead George |
Grades 3-5 |
Underrunners
pdf
version (full Navigator) |
Margaret Mahy |
Grades 3-6 |
The Trumpeter of Krakow
pdf version (full Navigator) |
Eric P. Kelly |
Grades 7-11 |
Mathematics Curriculum (available for Purchase from The Center for Gifted Education )
Beyond Base Ten and Spatial Reasoning (Grades 2-4) are now available for purchase from Prufrock Press. Effective June 1, 2008, the Center for Gifted Education will no longer be processing orders for these two units.
| Title |
Unit Description |
Grade Level |
| Spatial
Reasoning |
These units approach spatial reasoning through
one-dimensional, two-dimensional, and three-dimensional
tasks. They also ask students to explore the transition
between dimensions and representations of 3-dimensional
objects in 2 dimensions. |
2-4 |
| Beyond Base Ten |
This unit will investigate the concept of place value
and the representation of numbers by using place value
and non-place value systems. Number bases other than Base
10 will be featured, especially through historical contexts
of early civilizations that developed number systems that
are different from the one we use today. |
3-6 |
| Spatial
Reasoning |
These units approach spatial reasoning through
one-dimensional, two-dimensional, and three-dimensional
tasks. They also ask students to explore the transition
between dimensions and representations of 3-dimensional
objects in 2 dimensions. |
6-8 |
Science Curriculum (available for Purchase from Kendall/Hunt publishing)
Title |
Unit Description |
Grade Level |
| Guide to Teaching a Problem-Based Science
Curriculum for High-Ability Learners |
This Guide contains important information related to the implementation of the eight
problem-based units. Concept papers related to systems, experimental design, and problem-based learning are included along with criteria for assessing science curriculum needs at local levels. A resource section for parents and teachers is also provided. |
K - 12 |
Where's the Beach? |
Plans for building a children’s camp at the beach are on hold because the town council is worried about beach erosion. Since the camp received a large donation to develop nature-themed experiences, designed to teach children how to protect the environment, the camp manager wants to cooperate with the council. The problem is that she must begin construction quickly to be ready for the summer season. Acting as members of the town council, the students must develop scientifically-based regulations that will satisfy the long-term needs of the town and the plans for the new camp.
|
1 - 3 |
What a Find!
|
“What a Find!” is an exploration of the field of archaeology. Students are put in the role of a newly hired archaeologist who is contacted by a construction company crew that has just unearthed some artifacts. The construction company needs your input to determine what the next steps should be. Through the concept of systems, a simulation and scientific investigations of the archaeological processes, students will uncover a solution to the problem.
1999 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
2 - 4 |
Acid, Acid Everywhere |
This unit presents the structure of systems
through chemistry, ecological habitats, and transportation.
The unit poses an ill-structured problem that
leads students into an interdisciplinary inquiry
about the structure and interaction of several
systems, centering around the study of an acid
spill on a local highway.
1997 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum
|
4 - 6 |
Electricity City |
This unit provides a creative and interdisciplinary
approach to introducing students to electricity.
In this simulated activity, a large recreational
complex is being built in the middle of a city,
and the students' role is to plan the site's electrical
needs, as well as create additional backup plans.
This "real world" problem requires students
to analyze the situation, determine what type of
research is needed, conduct experiments, and evaluate
solutions.
|
4 - 6 |
Nuclear Energy: Friend or Foe? |
This unit creatively explores the effects of nuclear
power waste. The topic is introduced through the
eyes of a mayor of a town where a nuclear power
plant is located. She must decide if the facility
can expand its waste disposal techniques. What are
the biological implications of radiation? What are
the trade-offs with which society must live as we
accept nuclear technologies into our lives? These
questions are explored by students as they prepare
to make recommendations about the use of the nuclear
power plant in their fictitious town. |
6 - 8 |
No Quick Fix |
This unit uses systems as the fundamental concept
to help students understand cell and tuberculosis
biology. In a series of widening concentric circles,
students learn that the cells are elements in larger
systems, such as the immune system of the human
body. Students also interact with human social systems,
including health care and public education. Students
take on the role of physician and begin to search
for the cause and resolution of the problem. While
unraveling the interactions among various systems,
students can appreciate the complexities of staying
healthy in the modern world.
|
6 - 8 |
Something Fishy |
This unit poses an ill-structured problem that will lead students into an interdisciplinary study about several individual systems and their interactions. The content of the unit focuses on the various systems involved in the pollution of a local body of water: the aquatic ecosystem, chemical reaction systems, government systems, and economic systems. Students are challenged to grapple with real world concerns and develop recommendations through simulation activities based on the scientific process. |
6 - 8 |
Animal Populations |
This curriculum unit integrates population biology and mathematics. The ill-structured problem puts students in the stakeholder role of assistant to the mayor of a small town in which residents are demanding that something be done about the deer that are eating their landscaped plants. Throughout the unit, students deal with physical models, conceptual models, and mathematical models as they tackle the deer problem and the complication of Lyme Disease. |
6 - 8 |
New Science Units (available for Purchase from The Center for Gifted Education )
Water Works and Whats the Matter? are now available for purchase from Prufrock Press. The Center for Gifted Education will continue to process orders while supplies last.
Title |
Unit Description |
Grade Level |
| Survive and Thrive |
This unit engages students in a study of animals, their characteristics, and their natural environments. Students learn how to distinguish features and life needs of animals, and observe animals in their habitats via webcams. Activities include classifying animals according to whether they are tame or wild and living on land or in water, as well as raising mealworms in the classroom to observe their life cycle. The concept of change is used to deepen understanding of the scientific concepts in the unit. |
K-1 |
| How the Sun Makes Our Day |
This unit engages students in investigations and observations that support their learning about the Sun as a source of light and energy, the nature of shadows, and the need for humans to conserve natural resources. Students explore natural and man-made sources and develop a conservation plan for their home, school, or community. The overarching concept of change is used to deepen understanding of the scientific concepts in the unit. |
K-1 |
| Water Works |
The unit engages students in close observation and experimentation on water. The overarching concept of change is reinforced as students notice, react to, reflect on, and discover more about force and change. Students ask questions and design experiments to reinforce their learning. Generalizations about how things change are developed through students’ analysis of their findings. Students explore the characteristics of water, discover whether objects sink or float, experiment to make things float, and examine materials and their interactions with water. |
K-1 |
| Budding Botanists |
This unit engages students in a scenario-based approach to investigating plant life. While assuming the role of botanists to understand the structure, nature, and life cycle of plants, the team members seek to answer questions such as “How can plants be used to fuel cars?” This unit builds upon students’ prior knowledge of plant life and encourages them to use inquiry skills to observe, gather evidence, analyze data, and make inferences. The overarching concept of systems is used to deepen understanding of the scientific concepts in the unit. |
2 |
| The Weather Reporter |
This Earth/Space Science unit provides students with opportunities to observe, measure, and analyze weather phenomena. The Weather Reporter includes a scenario-based approach to allow students to make decisions about observing, predicting, and forecasting the weather. Building upon students’ prior knowledge of weather and their newly acquired understanding of meteorology, The Weather Reporter promotes life-long learning by encouraging students to investigate naturally occurring weather patternsafter the completion of the unit. This unit includes literary and math components to engage students in discussions and to reinforce the concepts addressed in the unit. Additionally, the overarching concept of change is used to deepen student understanding of unit’s scientific concepts. |
2 |
| What's the Matter? |
This unit focuses on the properties of solids, liquids, and gases and the processes by which matter changes states. Students work on problem-solving scenarios where they use their new knowledge of matter, change in physical properties, and the measurement of matter to prepare a presentation to share new ideas and discoveries about matter for a “science conference.” The overarching concept of change is used to deepen understanding of the scientific concepts in the unit. |
2-3 |
| Dig It! |
This is an Earth & Space Science unit. Students are encouraged to investigate humanity’s effects on the environment, the importance of Earth’s natural resources, and sound conservation practices. Using a scenario-based approach, the unit builds upon students’ prior knowledge by providing opportunities to relate local examples of environmental pollution and conservation with hands-on scientific experiments and demonstrations. Dig It! also includes literary and math components to engage students in discussions and to reinforce the concepts addressed in the unit. The overarching concept of change is used to deepen understanding of scientific concepts in this unit. |
3 |
| Invitation to Invent |
This unit engages students in investigations and observations that support their learning about simple machines and their uses. Students explore force, motion, and friction as they learn about the six simple machines and how they are put together to form compound machines. The overarching concept of systems is used to deepen understanding of the scientific concepts in the unit. |
3 |
Science Resources (available for Purchase from The Center for Gifted Education )
| Title |
Description |
Grade Level |
| Notes from a Scientist: Resources and Activities for Gifted Children |
This document contains recommended activities and key resources that are useful for parents of gifted elementary students. It provides ideas to stress in teaching children science at home or in other informal contexts. |
K-12 |
| The Curriculum Assessment Guide to Science Materials |
This document provides an evaluation system for science curriculum. By delineating a set of curriculum standards, schools are provided with a template for reviewing any new science materials that are teacher-made or commercially developed according to general curriculum design features, exemplary science features, and tailoring for high-ability learners. |
K-12 |
| A Guide to Key Science Concepts |
In this document, the author discusses seven science concepts deemed to be the most critical for study by high-ability learners at K-8 levels. Individual papers delineate the significance of inquiry, the relationship of the concepts to other fields of study, and the application of the concepts to teaching and learning. |
K-8 |
Social Studies Curriculum (available for Purchase from Kendall/Hunt publishing)
Title |
Unit Description |
Grade Level |
Ancient Egypt: Gift of the Nile
|
This unit is designed around the idea that
human civilizations develop and sustain themselves
as a collection of interdependent systems. The
civilization of ancient Egypt forms the central
content of the unit, with exploration of systems
of agriculture, economics, language, and leadership
in this ancient culture. The unit also provides
opportunities for students to broaden their understanding
by comparing the ancient Egyptian civilization
with aspects of their own lives and communities.
(2001) [Note: This unit may be used in conjunction
with Ancient China: The Middle Kingdom for a broader exploration of ancient civilizations.]
2003 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
2 - 3 |
Ancient China: The Middle Kingdom |
The concept of systems is the foundation for
this unit, which explores ancient China to demonstrate
the interdependent systems that develop and sustain
a civilization. The unit explores systems of agriculture,
language, leadership, and trade in ancient China,
using models for reasoning and document analysis
to support student understanding. Students also
have opportunities to broaden their understanding
by comparing the ancient Chinese civilization
with aspects of their own lives and communities.
(2002) [Note: This unit may be used in conjunction
with Ancient Egypt: Gift of the Nile for a broader exploration of ancient civilizations.]
2004 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
2 - 3 |
Building a New System: Colonial America 1607-1763 |
This unit begins with an in-depth study of the
interrelationships between the Chesapeake Bay System
and both the Native Americans and the early English
colonists in Virginia. The unit then turns to an
exploration of the economic, social, and political
systems of early America across the colonies, comparing
and contrasting lifestyles of different groups in
different regions. Frameworks for reasoning and
document analysis support students in their explorations
of this period of history. (2002)
2007 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
4 - 5 |
| The World Turned Upside Down: The American
Revolution |
Intensive document analysis and exploration of
the concept of cause and effect form the foundation
of this unit exploring the Revolutionary Period
in American history. The unit explores the chronology
and major events leading up to and during the Revolutionary
War and uses primary sources to demonstrate the
social and political context. The contributions
of particular individuals and groups to the history
of the time are also highlighted. (2002) |
4 - 5 |
A House Divided?: The Civil War, Its Causes
and Effects |
The concept of cause and effect serves as a
central organizing theme of this unit, which explores
the events and perspectives leading to the American
Civil War and the chronology and context of the
war itself. Using primary source documents as
a major resource, students investigate the social,
political, and economic influences that were significant
in this period of history. In addition, the unit
focuses on particular individuals and groups and
their contributions and responses to the events
of the time. (2002)
2005 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum |
5 - 6 |
The 1920s in America: A Decade of Tensions |
Centered on a variety of primary sources including
music and advertisements as well as more traditional
documents, this unit provides insight into not
only the events, but also the values, lifestyles,
and experiences of the period of the 1920s. Students
explore the concept of cause and effect and how
it relates to the events of the time, gaining
a deeper level of appreciation and understanding
as they look at the ways different aspects of
the era interact with and influence one another.
(2002)
2002 Winner of a National Association
for Gifted Children Curriculum Division Award
for Outstanding Curriculum
|
6 - 7 |
The 1930s in America: Facing Depression |
This unit explores Depression-era America from
the perspective of many different groups of people,
utilizing a variety of primary sources to illustrate
events and the social-political context. The concept
of cause and effect is employed to support student
understanding of the complexity of history. The
unit emphasizes the interplay of changes in geography,
government, and the economy, as well as the influence
of particular individuals and groups, to deepen
student understanding of the period. (2002) |
6 - 7 |
| The Road to the White House: Electing the
American President |
The concept of systems forms the basis for this
exploration of American government, particularly
focused on the processes involved in the election
of the President and the constitutional context
of these processes. Students investigate the chronology
of campaign and election and study documents and
statistics related to Presidential elections in
American history. In addition, the unit explores
the concept of leadership as it emerges both in
the process of being elected and in the context
of being a President. (2002) |
6 - 8 |
The Renaissance and Reformation in Europe
|
This unit focuses on the concept of authority
and how the Renaissance and Reformation period was
defined by changing notions of political and religious
authority. The unit traces the background of the
Renaissance and Reformation through exploration
of the Mediterranean world in medieval times, then
engages students in analysis of various influences
on changing conceptions of the Church and of political
leadership and authority. In addition, the unit
explores the cultural changes occurring in the Renaissance
and their influence on the past and present. Students
engage in extensive primary source analysis and
structured reasoning as they explore how political,
religious, and economic authority were constituted
and legitimized throughout the period. |
9 - 10 |
Miscellaneous Resources (available for Purchase from The Center for Gifted Education )
| Title |
Description |
Grade Level |
| A Guide to Teaching Research Skills and Strategies |
This guide supports the research strands in the William and Mary language arts, science, and social studies units and provides a way for students to learn information strategies while researching a significant issue. |
K-12 |
| Parent Handbook: A Guide to Your Gifted Child’s Emotional and Academic Success |
This handbook provides information and insights to help parents of gifted children guide their child from elementary school to college and beyond. One portion of the book includes academic activities parents can do with their children to extend learning into the home and community. A resource list also includes books for gifted children, books about gifted children, and Internet sites for both parents and children. |
K-12 |
| The Practitioner’s Guide to Exemplary School Change |
The findings of a research study on school change conducted in Virginia and at selected national sites provide the basis for this publication. This guide has been developed for practitioner use and provides a blueprint for implementing school and curriculum reform. |
K-12 |
| William and Mary Teaching Models Card |
The laminated card provides teachers with the William and Mary teaching models graphics along with explanations, examples, and key questions for quick, easy access. |
K-12 |
|
