Sandra N. Kaplan's research while affiliated with University of Southern California and other places
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Publications (30)
The classroom can become the primary source to introduce students to the processes that promote opportunities for self-differentiation or personal intellectual challenges. A missing component in some differentiated experiences is the need to provide gifted students with opportunities to gain the independence that fosters their abilities to assume t...
This article describes how intra- and interdisciplinary learning experiences can activate the interests and capabilities among children in their early years. A developmental sequence delineates a series of stage-by-stage experiences describing the skill and content to be introduced and mastered in the teaching and learning process, which include de...
This article describes methods for operationalizing the concept of interdisciplinarity. The methods respond to the characteristics of giftedness and strategies of differentiation. In selecting and using an interdisciplinary strategy, educators need to consider the compatibility of the purpose or objective of interdisciplinarity to the curriculum an...
The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcome...
A framework presenting the multiple definitions of options to differentiate the curriculum for gifted students is outlined. The framework also conveys the accompanying characteristics to consider to facilitate the appropriate selection and implementation of these options across grade levels and subject areas. The framework enables teachers to exami...
This article addresses the following important questions regarding differentiation: What does it mean? What does it include? How is it implemented? Who receives differentiated experiences? Why does differentiation appear to be associated dominantly with gifted education? The author describes an introductory course of study that details objectives a...
This article addresses the differentiated strategy of choice. The author describes types of questions and how they affect self-regulation skills that are essential to the multiple personal and social traits necessary to becoming adept at recognizing the responsibility underscoring the making and enactment of “choice.”
The interactions between living in the urban context and being bilingual are factors that have inhibited recognizing students’ potential and abilities to be identified as gifted. Changing beliefs and adopting practices that enable urban bilingual students to have the opportunity to access and experience differentiated curriculum and challenging lan...
This article describes four patterns for implementing a differentiated curriculum. The differentiation patterns include after completion of the basic curriculum, before the basic curriculum, with or in a parallel presentation of the basic or regular curriculum, and integrated within the standards.
This column examines the role of rubrics in evaluating gifted students’ performance as a part of examining issues surrounding the overall evaluation of gifted programs. The author examines how rubrics can be responsive to the group of gifted students and still be cognizant of the individual gifted learner who has specific talents, potential, and ab...
This column describes how to differentiate differentiation using a two-step process. Step 1 differentiates the basic curriculum to meet the general traits of the gifted and Step 2 amends the selected general differentiated elements to respond to the unique differences that represent the specific gifted students to whom the curriculum will be taught...
This column examines ways of teaching gifted students the meaning of politics. The author focuses on the verbiage of politics and methods for understanding, discussing, and role-playing politics.
Federal attention is focused currently on investing and improving the quality of early childhood education, so that children’s potential and talent development can be used as a natural resource for the future of our country. This article engages readers in transitioning their thinking about early childhood gifted education from a traditional advanc...
The author provides examples of curriculum tasks that can be integrated into the core curriculum to explicitly teach the skills of collaboration across the grade levels. These include self-assessment, roles, and goals.
The author describes key issues and uncommon concerns about the Common Core State Standards that fit within two categories: philosophical and pedagogical. Philosophically, Common Core State K-12 Standards should not be expected to be mastered at a specific grade level but based on developmental readiness. Pedagogically, Common Core State Standards...
The long history related to the purpose and development of special schools to accommodate the needs of gifted students has been fraught with celebration and concern, envy, and disappointment. The site or location of the school, entry criteria, competencies of the faculty, test scores and evidence of awards received by students relative to different...
The importance of putting theory into practice can be addressed and advocated to educators and gifted students through the presentation of a Continuum of Practice.
Alternative routes to teacher preparation that have been advocated by reformers have ramifications for gifted education. Issues such as recruitment, assignment, support, and mentoring also have been discussed with regard to educating teachers of the gifted. The article illustrates how general and gifted education share common concerns and pathways...
Citations
... • mismatch between the learners' perception of their potential for creativity, imagination and innovation, their appreciation of creative personality, with the perception of teachers -specialists in "gifted education"; related under-representation of gifted children in groups with improved learning conditions [37][38][39][40]; • differences between gifted underachievers and other gifted learners in terms of perfectionism and ability to overcome difficulties (41); • specification of giftedness against retaining the basic models [42]; • reflection of gifted learners' creative mental activity in their specific eye movements [43]; • increasing complexity and improvement of the creative process when gifted students work in pairs [44]; the same in using exercises to practise concentration [45], concept maps [46], unconventional learning strategies [47], pedagogical approaches aimed at re-engaging gifted learners [48], based on interconnected knowledge, interdisciplinary subjects [49][50][51][52], transformational style [53], demonstration of perspectives [54], integrative career counselling [55], cognitive training [56]; • impact on the learner's giftedness self-identification (including twice exceptional) by educators whose competence is perceived positively [57][58][59]; • use of the concepts "non-transformational", "transformational", "self-actualised", "actualised giftedness of others", "inert", "transactional" [60], and their expression in gifted behaviour as the interaction of competence in action, commitment to a task, care of others [61]. Abilities in the light of pedagogical concepts mean the high capacity of the intellect for biological adaptation, structuring of the environment and assimilation based on learning experience data. ...
... The ambiguity of understanding and measuring academic rigor contributes to the widespread culpability for underprepared students at the secondary and college educational levels (Kaplan, 2017). It is relatively common for college educators to blame high school teachers for underprepared students. ...
... These interests can be used to identify giftedness in people, as well as play a vital role in supporting them (Clark, 2013;Pfeiffer, 2015). The common goal of many educational systems is to provide a qualified and quality service in line with the interests and abilities of students (Kaplan & Hertzog, 2016). ...
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... According to the differentiation model, curricula and instruction should be adapted to students' needs. Along this line, [7][8][9] mentioned that the raison d'être of educating high-ability students should be a differentiated curriculum. This paradigm strives for an optimal match between the potential and interests of the high-ability students and what should be offered to them. ...
... Although inquiry-based instruction/learning is recommended for students who are gifted, collaboration with peers brings special challenges for gifted students, especially when they are grouped with other gifted students. Kaplan (2014) offered that for these groupings to be successful, students moved from working alone to working with others, and they needed to understand how to socially participate with peers. Within their groupings, they were expected to use critical thinking and be open-minded and respectful of others' opinions. ...
... Formative, ongoing, or summative assessments provide important information related to (a) student readiness, (b) flexible grouping, (c) curriculum differentiation, and (d) the overall effectiveness of instructional practices ( Johnsen, 2014;Kaplan, 2014;Moon, 2009). For gifted students, these assessments often need to be above level to identify gaps in knowledge and skills and have the sensitivity to assess more sophisticated products and performances to show individual growth. ...
... When an enhanced or differentiated curriculum is implemented, gifted students can explore the contents, ideas, problems or themes in greater breadth and depth compared with the regular curriculum (Kaplan 2013;Scott 2014;Tam 2015;Van Tassel-Baska 2014). The mathematics instruction employed by teachers as a result of the enhanced curriculum implemented in the visited schools afford its students the opportunity to use resources not normally available to them to help develop their unique talents and interests. ...
... Previous research has revealed that during the regular classroom with traditional instruction, gifted and talented students do not have any incentives motivating them to challenge themselves. Further, revising the subjects they have already mastered does not catch their interest, and so they begin to feel bored in the classroom and to suffer from lack of motivation (Bernal, 2003;Kaplan, 2012;Renzulli and Reis, 2009;Tomlinson, 2000Tomlinson, , 2004. In a study by Reis et al. (1993), it has been revealed that gifted students cannot benefit from differentiated instructions during most of the learning activities in regular classrooms. ...
... This involves the process of designing the instruction that is appropriate to the learners' stages of development, learning styles, strengths and needs as well as adjusting the instruction to accommodate the learners' learning variances or needs such as the "time and circumstance of work, tasks assigned, communication and response modes". Its primary goal is to ensure teachers to concentrate on the processes and procedures that ensure effective learning for diverse individuals (Hall, 2002;Kaplan, 2011;Parsons, Dodman & Burrowbridge, 2013;Subban, 2006;Tomlinson & McTighe, 2006;Tomlinson et al., 2003) and at the same time, create a learning community that promotes respect others' individual differences (Tomlinson & Imbeau, 2010). Subban (2006) explained that this approach demonstrates Vygotsky's socio-cultural theory which the main principle consists of the socialinteractional relationship between the teacher and student. ...
... Highly able students require differentiated educational services to enable them to excel and reach their full potential (Henderson, 2006;Kaplan, 2009;Ozdemir & Bostan, 2021). In addition, many researchers have forewarned about the consequences of not providing them with enough educational challenge (Maker & Shiever, 2010;Pfeiffer, 2013). ...
