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Curriculum for High Ability Learners

Issues, Trends and Practices

  • Book
  • © 2017

Overview

Editors:
  1. Liang See Tan

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  2. Letchmi Devi Ponnusamy

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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    You can also search for this editor in PubMed   Google Scholar

  3. Chwee Geok Quek

    1. Curriculum Planning and Development Division, Ministry of Education, Singapore, Singapore

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  • Synthesises issues from different education systems, providing fresh insights for theory, research and practice
  • Describes ground-up experiences of practitioners in high-stakes examination school contexts
  • Shares evidence-based tips on how to design and implement concept-based curriculum for engaged learning

Part of the book series: Education Innovation Series (EDIN)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Reclaiming the Curriculum

    • Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek
    Pages 1-10

  3. Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates

    • Liang See Tan, Keith Chiu Kian Tan
    Pages 11-24

  4. Concept-Based Curriculum and the Teacher: Galvanising Teacher Agency

    • Letchmi Devi Ponnusamy
    Pages 25-42

  5. Designing and Implementing Concept-Based Curriculum

    • Catherine Little
    Pages 43-59

  6. Concept-Based Curriculum Design and Practice in the United States

    • Tamra Stambaugh, Emily Mofield
    Pages 61-76

  7. Concept-Based Curriculum: An Australian Experience

    • Sally Godinho
    Pages 77-100

  8. Developing Science Curriculum for Gifted Learners in South Korea

    • Hae-Ae Seo
    Pages 101-115

  9. Leading a Radical Shift in the Education of High Ability Learners

    • Virginia Cheng
    Pages 117-129

  10. Designing a Concept-Based Curriculum: The Raffles Girls’ School (RGS) Experience

    • Mary George Cheriyan, Lucille Puay Lan Yap-Chua
    Pages 131-147

  11. Concept-Based Instruction in English: Issues and Challenges

    • Clarinda Choh
    Pages 149-168

  12. Processes and Issues in Concept-Based Curriculum for the Humanities

    • Sheau Yang Yak-Foo, Kar Boon Koh
    Pages 169-187

  13. Working with Concept-Based Curricula for Mathematics

    • Chee Wee Tan
    Pages 189-203

  14. Processes and Issues in Concept-Based Curriculum for Science

    • Christopher Tzy Yung Tan, Adrian Loo
    Pages 205-221

  15. Curriculum Evaluation

    • Chwee Geok Quek
    Pages 223-239

  16. Lessons Learned from Developing and Implementing the Concept-Based Curriculum

    • Liang See Tan, Letchmi Devi Ponnusamy
    Pages 241-250

  17. Back Matter

    Pages 251-255
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Keywords

About this book

Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators – practitioners, curriculum writers, administrators and researchers – this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightfuland inspirational to practitioners, policy makers and other stakeholders alike.

Editors and Affiliations

  • National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Liang See Tan, Letchmi Devi Ponnusamy

  • Curriculum Planning and Development Division, Ministry of Education, Singapore, Singapore

    Chwee Geok Quek

About the editors

Liang See Tan has been involved in gifted education in Singapore as teacher, administrator and researcher. She received her Ph.D. from Nanyang Technological University, and Master of Science in Education from Purdue University, United States. She is the Principal Investigator of several projects in the areas of curriculum innovation, teacher professional learning and development. She is now an Assistant Dean at Office of Education Research, Head of Research at Centre for Research in Pedagogy and Practice, National Institute of Education. 


Letchmi Devi Ponnusamy is a Lecturer with the Early Childhood and Special Education Academic Group in National Institute of Education (NIE). She has experience teaching Chemistry to high ability learners in the Gifted Education Programme. Her current research interests include designing curriculum for high ability learners, teacher learning and differentiated instruction. She is currently the PrincipalInvestigator of a concept- based curriculum development project for primary schools.


Chwee Geok Quek has been involved in gifted education in Singapore in different capacities.  She taught History in the Gifted Education Programme before joining the Ministry as a curriculum officer, and subsequently became an administrator. She obtained her Masters' and PhD from the College of William and Mary, USA.  She has served as Assistant Editor of Gifted and Talented International, and is the Treasurer of the Asia Pacific Federation for Giftedness.  She is currently Principal Specialist, Gifted Education in the Ministry of Education.  

Bibliographic Information

  • Book Title: Curriculum for High Ability Learners

  • Book Subtitle: Issues, Trends and Practices

  • Editors: Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek

  • Series Title: Education Innovation Series

  • DOI: https://doi.org/10.1007/978-981-10-2697-3

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2017

  • Hardcover ISBN: 978-981-10-2695-9Published: 04 January 2017

  • Softcover ISBN: 978-981-10-9684-6Published: 11 July 2018

  • eBook ISBN: 978-981-10-2697-3Published: 26 December 2016

  • Series ISSN: 2211-4874

  • Series E-ISSN: 2211-4882

  • Edition Number: 1

  • Number of Pages: XVII, 255

  • Number of Illustrations: 14 b/w illustrations

  • Topics: Curriculum Studies, Teaching and Teacher Education, Learning & Instruction

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