Open Access Graduate Research Paper
Gifted children--Education (Middle school); Interdisciplinary approach in education;
This review reflected on literature from gifted education and the middle school movement. Its purpose was to look for common beliefs as a basis for collaboration on interdisciplinary curriculum/instruction. Sources of information include personal observations and experiences, university library materials, and ERIC and World Wide Web searches.
A shared enthusiasm for interdisciplinary instruction and many of its benefits offers an encouraging sign for collaboration. Gifted education and the middle school movement share an understanding of the nature of interdisciplinary instruction and share the belief that students will benefit from higher achievement, increased connections, and strengthened learning concepts. However, caution is encouraged in being sure that definitions and objectives are agreed upon from the start.
The author concluded that the primary barrier to effective collaboration is the conflict between the position of middle school advocates on total heterogeneous grouping and gifted education's insistence on the importance of individualized differentiated curriculum. Exclusion of the following benefits sought by gifted ' education--challenge, student discovery of key concepts, and student ability to follow interests in depth--indicates that some stumbling blocks may impede effective collaboration.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
William Lee Waack
1 PDF file (37 pages)
©1996 Sandra H. Christ
Christ, Sandra H., "Gifted education and the Middle School Reform Movement : finding the basis for collaboration through interdisciplinary instruction" (1996). Graduate Research Papers. 477.