Abstract
ABSTRACT Why choose the Integrated Curriculum Model (ICM) in an effort to “raise the bar” for all students? Results of an intervention targeting kindergarten through grade five students in Title I schools using the ICM to change teacher perceptions of student abilities are reported. We describe the ICM as a component of school-wide intervention and connect to research on teacher beliefs about student abilities and instructional practices. This study includes explication of the ICM and other components in a Javits-funded intervention to change teacher perceptions and beliefs about talent in low-income learners. Teachers observed more high potential in students after 2 years’ intervention. Teacher engagement with professional learning correlated with change in beliefs and practices. Teacher beliefs changed when they saw and understood high-level curricula and instruction through examples grounded in the ICM and linked to the psychology of learning.
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