Curriculum and Instruction for Specialized Schools for the Gifted

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

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Medical Education From a Theory–Practice–Philosophy Perspective

Academic Pathology ◽

10.1177/23742895211010236 ◽

2021 ◽

Vol 8 ◽

pp. 237428952110102

Author(s):

Susan A. Kirch ◽

Moshe J. Sadofsky

Keyword(s):

United States ◽

Medical Education ◽

Curriculum Design ◽

Historical Perspective ◽

Curriculum And Instruction ◽

Medical Curriculum ◽

Educational Theory ◽

The United States ◽

History Of ◽

How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

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Mind the gap: A tale of two curriculum fallacies

Language Teaching ◽

10.1017/s0261444821000148 ◽

2021 ◽

pp. 1-13

Author(s):

Kathleen Graves

Keyword(s):

Curriculum And Instruction ◽

Teacher Educator ◽

Professional Life ◽

Curriculum Developer ◽

Know How ◽

The Us ◽

Big Picture ◽

Curricular Structure ◽

The Relationship

Throughout my professional life, I have been interested in the relationship between teachers and curriculum. As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, 1992; Kaplan & Owings, 2015). Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.

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