Good Teaching for One and All: Does Gifted Education Have an Instructional Identity?

Educators of the gifted rationalize offering special curricula for gifted learners based on (a) the nature of the learning environment established for these learners; (b) constructivist principles of content, process, and product; and/or (c) use of a range of instructional strategies associated with programs for gifted learners. General educators find such defenses for gifted education little more than an argument for “good education.” This essay proposes an alternate model of curriculum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on talent development in gifted students.