GOOD TEACHING FOR ONE AND ALL - DOES GIFTED EDUCATION HAVE AN INSTRUCTIONAL IDENTITY

Educators of the gifted rationalize offering special curricula for gif ted learners based on (a) the nature of the learning environment estab lished for these learners; (b) constructivist principles Of content, p rocess, and product; and/or (c) use of a range of instructional strate gies associated with programs for gifted learners. General educators f ind such defenses for gifted education little more than an argument fo r ''good education.'' This essay proposes an alternate model of curric ulum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on ta lent development in gifted students.