Developing the Curriculum Enrichment Model for Gifted and Talented School in Iran: A Grounded Theory Study

The curriculum enrichment is the main of guiding talent. Therefore, the aim of present study was to developing the curriculum enrichment model for gifted schools in Iran that was performed by qualitative method and grounded theory approach. Participations included experts, managers, teachers and gifted students in Isfahan who were selected by purposive sampling method. Data were saturated by semi-structured interview and analyzed based on Strauss and Corbin's systematic approach (2008). Findings showed 135 open, 18 axial and 9 selective coding. The results were obtained that curriculum enrichment (central phenomenon); the new perspectives in gifted education; practical resources and facilities (causal factors); the social, cultural, environmental, family support and Improving the training and evaluation process (contextual factors); lack of connection and home-school cooperation (barrier factor); teaching cognitive, metacognitive skills and multiple curriculum (strategies); and the individual, social, emotional, academic and career success of gifted students (consequence) are important in the enrichment model. It leads to improving quality and flourishing of talents.