Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences

The objective of this study was to design and empirically validate a comprehensive differentiated curriculum model for gifted students grounded in the theory of Multiple Intelligences within the educational context of Tehran. This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with twenty experts in gifted education, curriculum studies, and educational psychology to identify the core components of the proposed model. The resulting framework was operationalized into a researcher-developed questionnaire and administered to a sample of ۳۵۰ gifted students selected through multi-stage cluster sampling from specialized schools in Tehran. Content validity was established through expert review, and construct validity was examined using confirmatory factor analysis. Structural equation modeling was conducted using AMOS to evaluate the relationships among model components and assess overall model fit. The measurement model demonstrated strong psychometric properties with satisfactory convergent and discriminant validity. Structural equation modeling revealed that alignment with Multiple Intelligences significantly predicted all dimensions of differentiated curriculum implementation, including content differentiation (β = ۰.۶۲, p < ۰.۰۰۱), process differentiation (β = ۰.۷۱, p < ۰.۰۰۱), product/performance differentiation (β = ۰.۵۸, p < ۰.۰۰۱), learning environment differentiation (β = ۰.۴۹, p < ۰.۰۰۱), and flexible assessment (β = ۰.۷۶, p < ۰.۰۰۱). The structural model exhibited good fit to the data (χ²/df = ۲.۳۱, CFI = ۰.۹۵, TLI = ۰.۹۴, RMSEA = ۰.۰۶۱, SRMR = ۰.۰۴۴). The validated model provides a theoretically grounded and empirically supported framework for designing differentiated curricula that effectively respond to the diverse intellectual profiles of gifted learners and offers practical guidance for curriculum reform in gifted education. The objective of this study was to design and empirically validate a comprehensive differentiated curriculum model for gifted students grounded in the theory of Multiple Intelligences within the educational context of Tehran. This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with twenty experts in gifted education, curriculum studies, and educational psychology to identify the core components of the proposed model. The resulting framework was operationalized into a researcher-developed questionnaire and administered to a sample of ۳۵۰ gifted students selected through multi-stage cluster sampling from specialized schools in Tehran. Content validity was established through expert review, and construct validity was examined using confirmatory factor analysis. Structural equation modeling was conducted using AMOS to evaluate the relationships among model components and assess overall model fit. The measurement model demonstrated strong psychometric properties with satisfactory convergent and discriminant validity. Structural equation modeling revealed that alignment with Multiple Intelligences significantly predicted all dimensions of differentiated curriculum implementation, including content differentiation (β = ۰.۶۲, p < ۰.۰۰۱), process differentiation (β = ۰.۷۱, p < ۰.۰۰۱), product/performance differentiation (β = ۰.۵۸, p < ۰.۰۰۱), learning environment differentiation (β = ۰.۴۹, p < ۰.۰۰۱), and flexible assessment (β = ۰.۷۶, p < ۰.۰۰۱). The structural model exhibited good fit to the data (χ²/df = ۲.۳۱, CFI = ۰.۹۵, TLI = ۰.۹۴, RMSEA = ۰.۰۶۱, SRMR = ۰.۰۴۴). The validated model provides a theoretically grounded and empirically supported framework for designing differentiated curricula that effectively respond to the diverse intellectual profiles of gifted learners and offers practical guidance for curriculum reform in gifted education.

کلیدواژه ها:

Gifted education ، differentiated curriculum ، multiple intelligences ، curriculum validation ، structural equation modeling ، talent development