EPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students

In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a two-component model. The first component includes content standards at four levels. The second component is composed of three-stratum ability skills. Besides the EPTS Curriculum Model, the EPTS Curriculum Differentiator is used as a method to make acceleration and enrichment together in regular curriculum. The Differentiator has seven regions. Each region provides a different means to make differentiations in regular curriculum.

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EPTS Curriculum Model in the Education of Gifted Students

Anales de Psicología ◽

10.6018/analesps.32.3.259441 ◽

2016 ◽

Vol 32 (3) ◽

pp. 683 ◽

Cited By ~ 5

Author(s):

Ugur Sak

Keyword(s):

Gifted Education ◽

Cognitive Skills ◽

Gifted Students ◽

Two Dimensions ◽

Font Size ◽

Education Programs ◽

Current State ◽

Four Levels ◽

Talented Students ◽

Multiple Stages

<p><span style="font-family: Times New Roman; font-size: medium;">In this article, the author reviews the EPTS Model (Education Programs for Talented Students) and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education. </span></p>

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LRP = IN (5PS/3ST) = SD/GTP a Formula for Staff Development for Programming for Gifted and Talented Students

journal for the education of the gifted ◽

10.1177/016235327900300106 ◽

1979 ◽

Vol 3 (1) ◽

pp. 52-60

Author(s):

Gloria Downing ◽

Anita Todd

Keyword(s):

Staff Development ◽

Program Development ◽

Gifted And Talented ◽

Gifted Students ◽

Gifted Student ◽

Developmental Theories ◽

Talented Students ◽

Student Demands ◽

Maintenance Selection ◽

Selection Of

Excellence in the education of the gifted student demands an equally excellent education of the teachers of the gifted and of the supporting educational community. A long-range program of staff development must be an integral part of any process of program development and maintenance. In this change-agentry model, staff development activities are viewed within a framework of three program stages: awareness, implementation, and maintenance. Selection of inservice activities appropriate to each stage are based on the developmental theories of Bloom (cognitive) and Krathwohl (affective) and on Renzulli's Enrichment Triad Model for gifted students.

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Designing Instruction for Future Gifted Science Teachers

Cases on Instructional Technology in Gifted and Talented Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-4666-6489-0.ch016 ◽

2015 ◽

pp. 339-356

Author(s):

Judith Bazler ◽

Letitia Graybill ◽

Meta Van Sickle

Keyword(s):

Science Teachers ◽

Gifted Students ◽

Teacher Education Programs ◽

Science Methods ◽

Honors Programs ◽

Education Programs ◽

Lack Of Information ◽

Gifted Adults ◽

Talented Students ◽

Methods Instructors

Honors programs are designed to provide talented students the opportunity to excel with a group of peers having a similar level of ability, motivation, and prior academic achievement. A problem that results is Honors Programs and education programs rarely interface, and thus, current models do not optimally serve the gifted adult who will become a science teacher. Gifted students are not easily identified in the science methods class. Notices about involvement from Honors Programs are often not forwarded to people in teacher education programs. Such lack of information means that science methods instructors must identify the students without benefit of Honors Program insight. This chapter discusses identification and curriculum for gifted adults.

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Career Education: A Continuing Need of Illinois Gifted Students

journal for the education of the gifted ◽

10.1177/016235327900200308 ◽

1979 ◽

Vol 2 (3) ◽

pp. 153-156

Author(s):

Barbara G. Ford ◽

Joseph R. Ellis

Keyword(s):

Public Schools ◽

Gifted And Talented ◽

Career Education ◽

Gifted Students ◽

The State ◽

Current Status ◽

Education Programs ◽

Professional Educators ◽

Systematic Effort ◽

Talented Students

A descriptive survey was implemented across the state of Illinois in 1975 and 1976 regarding career education provisions for gifted and talented students in the state. Professional educators in field settings of career education or educators of gifted and talented students were included in the population. Information was sought through questionnaires and interviews regarding the current status of career education programs for gifted students in Illinois and regarding the opinions of these educators about what should be done for these students. Differentiated career education programs for gifted students in the Illinois public schools were few in number and generally not fully developed. There was little purposeful or systematic effort to integrate programs and practices in career education and gifted education for the students in Illinois.

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Radiometric Chronology of Neh–nar Glacier, Kashmir

Journal of Glaciology ◽

10.3189/s0022143000011813 ◽

1982 ◽

Vol 28 (98) ◽

pp. 91-105 ◽

Cited By ~ 1

Author(s):

V. N. Nijampurkar ◽

N. Bhandari ◽

C. P. Vohra ◽

V. Krishnan

Keyword(s):

Average Rate ◽

Component Model ◽

Vertical Profiles ◽

Kashmir Valley ◽

Movement Rate ◽

Accumulation Zone ◽

Core Samples ◽

Surface Samples ◽

Two Component

AbstractSurface and core samples of Neh–nar Glacier in the Kashmir Valley have been analysed for the radionuclides 32Si. 210Pb, 40K, and 137Cs. The lateral and vertical profiles (at an altitude of about 4 140 m) reveal:(1)32Si activity decreasing slowly from the accumulation zone to 4 050 m altitude and then abruptly towards the snout.(2)Five zones of alternating high and low 210Pb activity in the surface samples.(3)An horizon at between 2 and 3 m depth containing 210Pb activity above natural levels. This horizon is also associated with 137Cs and a maximum in total ß activity.The ice samples have been dated on the basis of a simplified two–component model, the “fresh“contribution determined by 2l0Pb and the old component by 32Si. The following conclusions can be drawn from these observations:(1)The model age of the snout ice is c. 850 years.(2)The average rate of ice movement in the lower glacier is about 2 m/year, which compares well with the annual movement rate of 2.65 m/year observed since 1974.

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Estimation of Galactic Model Parameters by Interval Method

Symposium - International Astronomical Union ◽

10.1017/s0074180900230635 ◽

1996 ◽

Vol 169 ◽

pp. 713-714

Author(s):

S. A. Kutuzov

Keyword(s):

Mutual Interaction ◽

Component Model ◽

Model Parameters ◽

Interval Method ◽

Two Component ◽

The Galaxy ◽

Galactic Model

The interval method of estimating model parameters (MPs) for the Galaxy was suggested earlier (Kutuzov 1988). Intervals are proposed to be used both for observational estimates of galactic parameters (GPs) and for the values of MPs. In this work we consider a model as a tool for studying mutual interaction of GPs. Two-component model is considered (Kutuzov, Ossipkov 1989). We have to estimate the array P of eight MPs.

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Exploring Bullying: Fifth Graders’ Interpretations and Understandings

journal for the education of the gifted ◽

10.1177/0162353220978302 ◽

2020 ◽

pp. 016235322097830

Author(s):

Diane Barone ◽

Rebecca Barone

Keyword(s):

Mental Health ◽

Gifted And Talented ◽

Fifth Graders ◽

Gifted Students ◽

School Personnel ◽

Fifth Grade ◽

Descriptive Case Study ◽

Fixed State ◽

Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

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Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

Gifted Child Today ◽

10.1177/10762175211008516 ◽

2021 ◽

Vol 44 (3) ◽

pp. 151-170

Author(s):

Dhara Baiden

Keyword(s):

Critical Thinking ◽

Gifted And Talented ◽

Arts Integration ◽

Writing Skills ◽

Gifted Students ◽

Subject Area ◽

Project Based Learning ◽

Learning Opportunity ◽

Integrated Project ◽

Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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