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A study involving 1 urban site and 5 rural sites investigated the effectiveness of the Mustard Seed Project in training teachers to differentiate curricula for gifted students. The majority of the teachers (n=74) at each site made changes. Participants cited staff-development activities, leadership, mentoring, resources, and project support as extremely beneficial. (Contains references.) (Author/CR)

Funded by the Jacob K. Javits Gifted and Talented Education Act, the Mustard Seed Project's major goal was to train teachers to differentiate curricula for gifted students in the general education classroom. This study addressed the changes in classroom practices and the factors that influenced these changes. Changes were measured using the Classroom Instructional Practices Scale (Johnsen, 1992). The sample included 1 urban and 5 rural sites, 8 principals, 74 teachers, 17 mentor teachers, and 18 community representatives. Throughout the two years of implementation, the majority of teachers at each site made changes. Changes in classroom practices and influencing factors were determined from interviews, field notes, formal and informal observations, and a final survey. Participants cited staff-development activities, leadership, mentoring, resources, and project support as extremely beneficial.