The Integrated Curriculum Model (ICM)

被引：28

作者：

VanTassel-Baska, Joyce ^{[1
]}

Wood, Susannah ^{[2
]}

机构：

[1] Coll William & Mary, Williamsburg, VA 23187 USA

[2] Univ Iowa, Iowa City, IA 52242 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2010年 / 20卷 / 04期

关键词：

Integrated Curriculum Model; Differentiation; Advanced content; Higher-level thinking processes; Concept development; GIFTED EDUCATION; ABILITY; TEACHERS; STUDENTS; SCIENCE; ACCELERATION; ACHIEVEMENT; ACQUISITION; ADJUSTMENT; PROGRAMS;

D O I：

10.1016/j.lindif.2009.12.006

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article explicates the Integrated Curriculum Model (ICM) which has been used worldwide to design differentiated curriculum, instruction, and assessment units of study for gifted learners. The article includes a literature review of appropriate curriculum features for the gifted, other extant curriculum models, the theoretical basis for the ICM model, a description of the model, research that has been conducted to date on its effectiveness, and specific implications for use in classroom settings in schools. (C) 2010 Elsevier Inc. All rights reserved.

引用

页码：345 / 357

页数：13

共 155 条

[1] THE RELIABILITY AND VALIDITY OF A PERFORMANCE TASK FOR EVALUATING SCIENCE PROCESS SKILLS [J].