www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Survey of Gifted Education
EEND and MSED-602
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 10/01/2019
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Focuses on intellectual giftedness, its description, characteristics and the nature of such gifts and talents in the elementary and secondary school setting. This course examines changes in definition, the controversy over characteristics, and a discussion of the causes and prevalence rates of giftedness. It also examines the assessment process, and product and process measures, including reflective assessment. The course concludes by examining the benefits and concerns with inclusion and collaboration along with a description of some excellent program options being utilized in today's schools and communities.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
The goals in this course are based on those established by the National Association for the Gifted and Talented.
Candidates will understand the importance and need for Gifted Education for students who are gifted and talented.
Serving the Community
Candidates will demonstrate the ability to interact with colleagues, parents, and community members in a professional manner when communicating information about Gifted Education.
Finding Our Professional Selves
Candidates will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and opinions.
Access to standards referenced in this section can be found HERE
By the conclusion of this course, each participant will be able to do the following:
- Describe common developmental characteristics of students who are gifted and talented. (NAGC 1.2; InTASC Standard 1,2,3)
- Indentify procedures for selecting, designing, and using various types of formal and informal assessments with students who are gifted and talented.(NAGC 1.1, 4.3; InTASC Standard 6)
- Describe procedures for using assessment information to develop differentiated instructional plans for students who are gifted and talented. (NAGC 4.2; InTASC Standard 7)
- Selec differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC Standard 7)
- Adapt differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC Satndard 7)
- Design differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC Standard 7)
- Describe components of a comprehensive gifted education program. (NAGC 7.1, 7.2, 7.3)
- Evaluate comprehensive gifted education programs. (NAGC 7.1, 7.2, 7.3)
- Create formal and informal assessments of comprehensive gifted education programs. (NAGC 7.1, 7.2, 7.3)
Roberts, J.L. (2018) Introduction to gifted education. Prufrock-Press, Inc.
Discussion Postings & Responses: Candidates will participate in weekly discussions and responses related to course content. (NAGC 1.2; InTASC Standards 1, 2, 3)
Written Assignments: Candidates will complete a variety of assignments related to the content of the course.
Intelligence Theories: Candidates will examine contemporary intelligence theories and reflect on their acceptance of one theory. (NAGC 1.2; InTASC Standard 1,2,3)
Diverse Populations: Candidates will reflect on the diverse populations for gifted students. (NAGC 1.2; InTASC Standard 1,2,3)
Achievement Tests: Candidates will examine popular achievement tests and determine the test that best fits their needs. (NAGC 1.1, 4.3; InTASC Standard 6)
Assessments: Candidates will examine assessment procedures used for gifted and talented students. (NAGC 4.2; InTASC Standard 7)
Gifted Models: Candidates will research, summarize and present a gifted program/model. (NAGC 3.3, 3.4; InTASC Standard 7)
Differentiated Instruction: Candidates will discuss differentiated instruction and provide examples. (NAGC 3.3, 3.4; InTASC Standard 7)
Program Evaluation: Candidates will evaluate one school district’s gifted program. (NAGC 7.1, 7.2, 7.3)
Parent Resource: Candidates will provide a resource for parents of gifted students. (NAGC 7.1, 7.2, 7.3)
Policies for the College of Education at University of St. Francis
CLICK HERE for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
Course Evaluations | IDEA Surveys
USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
- The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
- 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
- select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.
NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu
3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.
For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine.
Clark, B. (1992). Growing up gifted. (4th Ed.). New York, NY: Macmillan Pub. Co.
Colangelo, N., Assouline, S., & Gross, M. (2004). A Nation Deceived: How Schools Hold Back America's Brightest Students. Vol 1.
Davis, G., & Rimm, S. B. (1994). Education of the gifted and talented. Boston: Allyn & Bacon.
Deslise, J., & Lewis, B. (2003). The Survival Guide for Teachers of Gifted Kids. Minneapolis: Free Spirit Publishing.
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligence. New York: Basic Books.
Gifted Education. (2014, January 1). Retrieved November 1, 2014, http://www.nestest.com/TestView.aspx?f=HTML_FRAG/NT312_PrepMaterials.html
Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 14, 469-479.
Heacox, D. (2009). Making Differentiation a Habit. Minneapolis, MN: Free Spirit Publishing.
Heward, W. L. (1996). Exceptional children: An introduction to special education (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin, TX: Professional Associates Publishing.
Ochse, R. (1990). Before the gates of excellence: The determinants of creative genius. New York: Cambridge University Press.
Pendarvis, E. D., Howley, A., & Howley, C. B. (1990). The abilities of gifted children. Englewood Cliffs, NJ: Prentice-Hall.
Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted. Mansfield Center, CT: Creative Learning Press.
Rimm, S. B. (1991). Parenting the gifted adolescent-special problems, special joys. In M.
Bireley and J. Genshaft (Eds.), Understanding the gifted adolescent. New York: Columbia University.
Robinson, A., & Clinkenbeard, P. R. (1998). Giftedness: An exceptionality examined. Annual Review of Psychology (49), pp. 117-139.
Silverman, L. K. (1993a). The gifted individual. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 3-28). Denver: Love.
Silverman, L. K. (1995). Highly gifted children. In Genshaft, J. L., Bireley, M., & Hollinger, L. (Eds.). Serving gifted and talented students: A resource for school personnel. Austin, TX: Pro-Ed.
Smutny, J. (2003). Designing and Developing Programs for Gifted Students. Thousand Oaks, CA: Corwin Press.
Sternberg, R. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Hillsdale, NJ: Erlbaum.
Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
Tardif, T. Z., & Sternberg, R. J. (1988). What do we know about creativity? In R. J. Sternberg (Ed.), The nature of creativity (429-440). New York: Cambridge University Press.
Turnbull, A., Turnbull, R., Shank, M., & Leal, D. (1999). Exceptional lives: Special Education in Today’s Schools (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Wood, J. W., & Lazzari, A. M. (1997). Exceeding the boundaries: Understanding Exceptional Lives. Orlando, FL: Harcourt Brace & Company.