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.

中文翻译：

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人才发展的基础：综合课程模式和循证策略

摘要 为什么选择综合课程模式 (ICM) 以努力为所有学生“提高标准”？报告了针对 Title I 学校的幼儿园至五年级学生使用 ICM 改变教师对学生能力的看法的干预结果。我们将 ICM 描述为全校干预的一个组成部分，并与教师对学生能力和教学实践的信念研究相关联。这项研究包括解释 ICM 和 Javits 资助的干预措施中的其他组成部分，以改变教师对低收入学习者人才的看法和信念。经过2年的干预，教师观察到学生的潜力更大。教师参与专业学习与信念和实践的变化相关。