Title Page
ABSTRACT
Contents
LIST OF ACRONYMS AND ABBREVIATIONS 11
I. INTRODUCTION 12
A. THE PROBLEM 12
B. THE THEORITICAL BACKGROUND 18
C. PURPOSE OF THE STUDY 25
D. METHODOLOGY: A COMPERATIVE RESEARCH 27
E. SIGNIFICANCES OF THE RESEARCH 32
F. LIMITATIONS 34
II. REVIEW OF RELATED LITERATURE 35
A. WHAT IS CURRICULUM DIFFERENTIATION? 35
B. CHARACTERISTICS OF DIFFERENTIATED AND NON-DIFFERENTIATED INSTRUCTION 43
C. GIFTED EDUCATION 45
D. COMMONLY USED TERMINOLOGIES IN GIFTED EDUCATION 46
E. FORMS OF GIFTED EDUCATIONS 47
F. DEFINITION OF A GIFTED CHILD 50
G. GENERAL PRINCIPLES GUIDING CURRICULUM DEVELOPMENT 58
H. CURRICULUM DIFFERENTIATION APPROACHES 61
1. MARKER'S MODEL 62
2. Bloom's revised taxonomy 68
3. The Kaplan's model 70
4. The William's model 72
I. THE CURRENT PRACTICE OF CURRICULUM DIFFERENTIATION IN CAMEROON 80
III. CAMEROON'S EDUCATIONAL STRUCTURE AND COMPERATIVE RESEARCH DESIGN 89
A. PRIMARY AND SECONDARY SCHOOL 89
B. HIGHER EDUCATION 94
C. RESEARCH DESIGN 96
D. RESEARCH METHOD 97
E. THE SELECTION OF RESEARCH SITE 100
IV. PRESENTATION, ANALYSES AND INTEPRETATIONS 105
A. THE LOCATIONS OF THE RESEARCH 105
B. CASE STUDY A: "BILLA" 106
C. CASE STUDY B: 'NIBA' 108
D. CASE STUDY C: 'ROSELINE' 109
E. CASE STUDY D: 'PETER' 110
F. COMPERATIVE RESEARCH ANALYSES 111
1. Differentiation of the curriculum content in the classrooms 111
2. Differentiation of the learning environment 120
3. Differentiation of the curriculum product 128
4. Differentiation of curriculum process 132
V. RESEARCH RESULTS 144
A. THE CURRICULUM CONTENT IN THE CLASSROOM 144
B. THE LEARNING ENVIRONMENT IN THE CLASSROOM 146
C. THE TEACHING AND LEARNING PROCESS IN THE CLASSROOM 147
D. THE PRODUCT IN THE CLASSROOM 150
VI. CONCLUSION AND RECOMMENDATIONS 152
A. CONCLUSION 152
B. RECOMMENDATIONS 157
Bibliography 161
A. Books 161
B. Journals 164
C. Unpublished material 166
D. Website 168
CURRICULUM VITAE 169
Table 1. CHARACTERISTICS OF DIFFERENTIATED AND NON-DIFFERENTIATED... 43