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For most of this century, educators have debated the types of differentiated curriculum highly able students require in order to realize their contribution to self and society (Gallagher et al., 1969; Marland, 1971; Milne, 1979; Passow, 1958, 1979, 1985; Renzulli, 1982; Tannenbaum, 1979;...
This interview with Dr. A. Harry Passow was conducted at the annual meeting of the American Educational Research Association in Chicago, Illinois in April 1991. At the time of the interview, Dr. Passow was the Jacob H. Schiff Professor Emeritus of Education at Teachers College, Columbia...
This study assessed student growth on integrated science process skills after being taught a 20-36 hour science unit. The prototypical unit, Acid, Acid Everywhere, was implemented in 15 school districts across seven states. Although seven science units for high ability learners have been...
Over the past half-century, the British education system has undergone three major changes in relation to higher ability pupils: an extension of opportunity for very able working class children to attend selective, state-funded grammar schools; a leveling out of opportunities within state-funded...
The purpose of this article is to explore the relationships in curriculum thinking, development, and implementation between gifted education and early childhood education. Young gifted children (ages birth to eight) are among the most underserved populations of gifted children; yet, we know that...
As one of the early pioneers in gifted education, A. Harry Passow was a strong advocate for curricula that considered the total learning environment as a means of nurturing students' individual gifts and talents. His classic description of four curricula (general, specialized, covert, and...
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