Design and Validation of a Differentiated Curriculum Model for Gifted Students of Isfahan

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Abolghasemi mehdi; Zeinailpour Hossein; SHEIKHI FINI ALI AKBAR; ASAREH ALIREZA

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Journal: Journal of Exceptional Childre Year:2019 | Volume:19 | Issue:3 Page(s): 14-36

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Information Journal Paper

Title

Design and Validation of a Differentiated Curriculum Model for Gifted Students of Isfahan

Author(s)

Abolghasemi mehdi | Zeinailpour Hossein | SHEIKHI FINI ALI AKBAR | ASAREH ALIREZA | Issue Writer Certificate

Keywords

Design and validationQ1

Differentiated curriculum modelQ1

Gifted studentsQ1

Abstract

Objective: This study aimed to design and validate a Differentiated curriculum model for Gifted students in Isfahan, Iran. Method: A mixed-methods design was adopted in the design phase, and the Delphi method was used in the validation phase. The population in the design phase included all Gifted students in the senior high-schools of Isfahan, and experts on curriculum design and teachers of Gifted students in the validation phase. The sampling method was typical case and simple random sampling in the design phase, and snowball sampling in the validation phase. Semistructured interviews and a researcher-made questionnaire were employed to collect data in the design phase, while a researcher-made questionnaire was utilized in the validation phase. The reliability and validity of data were verified by member checks, content validity, construct validity, and Cronbach's alpha. Results: Results indicated that students regard their desirable content as having practical activities, paying attention to creativity, having specialized content, enjoying up-to-date scientific content, presence of supplementary textbooks, reasoning and logic behind the topics, and considering adolescents’ challenges, interests, and talents. Process should follow principles such as being applied, using teaching aids, active learning, allocating a special method for each subject, and teachers’ knowledge and personality. Product should follow principles such as continuous assessment, attention to creativity, applied evaluation, project-based evaluation, attention to technical principles of test development, and deep learning. Examination of the validity of the model showed that experts regard this model as having desirable validity upon omitting the special method for each subject, paying attention to creativity in all the elements of the curriculum, supporting independent learning in the process, and adding multiple evaluation and selfevaluation to the product of the curriculum.

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APA: Copy

Abolghasemi, mehdi, Zeinailpour, Hossein, SHEIKHI FINI, ALI AKBAR, & ASAREH, ALIREZA. (2019). Design and Validation of a Differentiated Curriculum Model for Gifted Students of Isfahan. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 19(3 ), 14-36. SID. https://sid.ir/paper/96435/en

Vancouver: Copy

Abolghasemi mehdi, Zeinailpour Hossein, SHEIKHI FINI ALI AKBAR, ASAREH ALIREZA. Design and Validation of a Differentiated Curriculum Model for Gifted Students of Isfahan. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2019;19(3 ):14-36. Available from: https://sid.ir/paper/96435/en

IEEE: Copy

mehdi Abolghasemi, Hossein Zeinailpour, ALI AKBAR SHEIKHI FINI, and ALIREZA ASAREH, “Design and Validation of a Differentiated Curriculum Model for Gifted Students of Isfahan,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 19, no. 3 , pp. 14–36, 2019, [Online]. Available: https://sid.ir/paper/96435/en

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