Abstract
This chapter engages the dialog at two different levels: dual-language education and its program evaluation. This approach develops the idea of dual-language education for gifted children as one way to differentiate the core urriculum. It also integrates something that, in the authors’ views, almost always gets compromised: accountability, especially for program improvement, and the research aspects of program implementation. Together, these spell continuous curricular improvement and an expanded research base.
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Bernal, E.M., García, J.H. (2009). Dual-Language Gifted Education and Its Evaluation. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_66
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DOI: https://doi.org/10.1007/978-1-4020-6162-2_66
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