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This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional development activities across 3 years. Employing an experimental design, this study compares experimental and comparison teachers' behavioral changes as measured by an observation scale of differentiated teaching strategies across 3 years. The results show that experimental teachers received statistically significant and educationally important higher ratings than comparison teachers on differentiated strategy use and effectiveness across 3 years. The study corroborates the research literature that shows that teachers' instructional improvement takes 2 years to manifest its effectiveness and to shape belief in student learning benefits. (Contains 7 tables.)

A paucity of research exists regarding the relative strengths and limitations and effects on practice in gifted education state policies. The purpose of this five-state study is to shed light on selected states' gifted education policies. Four data sources were probed and comparisons were made within each state and across the five states. Additionally, a deductive analysis was conducted of each state's written policies against the National Association for Gifted Children program standards (NAGC, 1998), which serve as benchmarks for evaluating policies and services. Suggestions are given for policy development and research, based on five-state findings of existing gifted programs, services, and student accountability systems and the way in which selected policy components are integrated within state school reform efforts. (Contains 3 tables.)

In most schools, the term "arts" represents visual arts (art appreciation, painting, clay, etc.), performing arts (including music, dance, and theater), creative writing, and media arts (i.e., photography, digital video, and traditional filmmaking). "Theater" and "drama" are often used interchangeably, but "theater" comprises all of the technical arts of a production, including set design, lighting, costume, and directing, in addition to the study of the dramatic art of acting. Differentiation is a term that has been used in the field of education for over five decades, forming a foundation that recognizes individual differences in learners. Gifted students are inherently different and require a different curriculum to meet their learning needs. While the term is defined in several ways, it usually addresses changes in curriculum and instruction that improve or further learning for students. Many models of differentiation are available. Within gifted education curriculum, a model has been developed with a strong link to content-based curriculum standards and instructional strategies. The Integrated Curriculum Model (ICM) combines traditional approaches in the field of gifted education to improve student learning and skills. The ICM uses advanced content, higher-level thinking processes, content-based skills, and overarching concepts to provide an accelerated, in-depth, challenging, and standards-based curriculum for high ability learners in core academic content areas. Recently, the ICM has been applied to the areas of visual arts and musical theater with interdisciplinary connections to other arts and the core academic areas. Other models incorporate interdisciplinary and independent study, including complex or higher-level thinking skills and developing research skill and creative products. This article begins with scenarios of four students who are all interested in and involved in the arts. Their scenarios describe the conflict between their interests and abilities and the opportunities provided for them in their school environments. Fortunately, arts and differentiation can be brought together to meet the learning needs of these students, and teachers and parents can serve as advocates for artistically gifted and talented students. In this article, the author describes how differentiation models can be used in arts classes using these four students as examples.