THE IMPACT OF STAFF-DEVELOPMENT ON TEACHERS ABILITY TO MODIFY CURRICULUM FOR GIFTED AND TALENTED STUDENTS

In this study, three levels of staff development were provided to elem entary teachers to train them in a technique called curriculum compact ing. Teachers in 20 school districts across the country were randomly assigned by district to one of three treatment groups that received di fferent levels of staff development. After receiving training in curri culum compacting (a procedure that enables teachers to eliminate previ ously mastered curriculum and substitute more challenging alternatives ), teachers were able to eliminate between 42% and 54% of the content for the high-ability students they selected. Teachers in Treatment Gro up 3, who received the most intensive staff development, completed the highest rated compactor forms. The majority of the teachers in the st udy were enthusiastic about the process of modifying curriculum for hi gh-ability students, reinforcing Guskey's (1986) model of the process of teacher change.