Developing Scope and Sequence in Curriculum

C. June Maker

doi:10.1177/001698628603000402

Developing Scope and Sequence in Curriculum

C. June Maker

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The purposes of this article are to (a) describe the elements needed in a curriculum scope and sequence for a program for gifted students, (b) suggest a general process for developing a scope and sequence, and (c) present some examples of different curriculum frameworks. In addition, the author describes assumptions underlying the ideas presented, a rationale for developing a curriculum framework, differences be- tween these frameworks and those developed in other deucational settings, and recommendations for de- veloping a curriculum scope and sequence that fits the needs of a barticular setting.

Original language	English (US)
Pages (from-to)	151-158
Number of pages	8
Journal	Gifted Child Quarterly
Volume	30
Issue number	4
DOIs	https://doi.org/10.1177/001698628603000402
State	Published - Oct 1986

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1177/001698628603000402

Cite this

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abstract = "The purposes of this article are to (a) describe the elements needed in a curriculum scope and sequence for a program for gifted students, (b) suggest a general process for developing a scope and sequence, and (c) present some examples of different curriculum frameworks. In addition, the author describes assumptions underlying the ideas presented, a rationale for developing a curriculum framework, differences be- tween these frameworks and those developed in other deucational settings, and recommendations for de- veloping a curriculum scope and sequence that fits the needs of a barticular setting.",

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AB - The purposes of this article are to (a) describe the elements needed in a curriculum scope and sequence for a program for gifted students, (b) suggest a general process for developing a scope and sequence, and (c) present some examples of different curriculum frameworks. In addition, the author describes assumptions underlying the ideas presented, a rationale for developing a curriculum framework, differences be- tween these frameworks and those developed in other deucational settings, and recommendations for de- veloping a curriculum scope and sequence that fits the needs of a barticular setting.

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Developing Scope and Sequence in Curriculum

Abstract

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