Revised: 2005

ASHLAND UNIVERSITY

 

Graduate Teacher Education

Course Syllabus

 

Graduate  X   Undergrad     

                                     Credit Hours:    3  

                                     Field Clinical Hours:   0  

 

Course Number:  EDCI 652              

 

 

Course Title for the Catalog:                 Development and Supervision of Programs for the Talented

 

Catalog Description:

 

            This course is designed for educators who will be directly involved in the administration of talent development education programs.  Job descriptions, program prototypes, and evaluation techniques will be discussed, as well as guidelines for the development of grant proposals and budgets.  Participants will explore the steps in developing talent development education programs, including needs assessment, identification, assessment instruments,  selection of personnel, staff development, supervision, formative and summative evaluation, philosophy and curriculum.  Students will become cognizant of current practices, trends, and pertinent research within the field of gifted education and talent development education.

 

The prerequisite(s) for the course is (are):

 

            ED 650 and Ed 651 or permission of instructor.

 

The enrollment restriction(s) for this course is (are):

  

Up to 25

 

Course and field/clinical experience objectives (including knowledge, skills, and dispositions):

 

 

KNOWLEDGE:

The graduate education student will have knowledge of:

 

1.  A variety of program prototypes and match each with individual student needs.

2.  Program standards for the State of Ohio as delineated in the SHB 282.

3.  Appropriate leadership style in developing and supervising programs for students with outstanding talent.

4.  Appropriately responses to common challenges in the establishment of talent development education programs, including the teacher being a role model for the students.

5.  How to utilize suitable software and technological assistance in conducting the administrative needs of developing a program.

6.  How to conduct appropriate talent development education needs assessments for school, district, and regional levels.   

7.  How to match state standards for talent development education with district resources.

8.  How to construct a suitable district gifted education and talent development education philosophy and goals.

9.  Best practices in constructing a plan for gifted education and talent development education in a district.

10.  Characteristics of successful teachers and coordinators of gifted education and talent development education programs.

11. How to write a grant proposal for funding for programs for talent development education.

12.  How to monitor and evaluate program activities for the purpose of continued program development or refinement.

13.  Curriculum and program planning models and research-supported acceleration practices, including pullout, regular classroom, resource room, consultation, collaboration, self-contained, and other models.

14.  Research-supported ability and achievement grouping practices and model programs including career/vocational and mentorships.

15.  How to construct a staff development plan for talent development education in a district.

16.  How to conduct an identification process consonant with state guidelines.

17.  Available professional growth opportunities.

18.  How to construct a budget for talent development education program needs.

           

           

SKILLS

The graduate education student will have skills to:

 

1.  Create and administer a needs assessment survey.

2.  Write a grant proposal.

3.  Conduct searches and interviews for personnel for talent development education programs.

4.  Identify gifted and talented students consonant with state guidelines.

5. Construct staff development plans and to conduct inservice education to introduce practices in gifted education/ talent development education to regular classroom teachers, parents, and administrators.

6.  Conduct an evaluation of a local gifted education/ talent development education program using both formative and summative means.

7.  Develop an appropriate budget for a gifted education/ talent development education program within a district.

8.  Utilize a team approach to problem solving in gifted education/talent development education programs, emphasizing communication among teachers, administrators, parents, community, and others.

9.  Plan appropriate identification, curriculum, and programs for diverse populations of gifted students, including those with different cultures, languages, and ethnicities.

10. Utilize various technologies to deliver and to evaluate programs.

 

DISPOSITIONS

Graduate education students will have dispositions to:

 

1. Appreciate the need for broad communication of the needs of learners with outstanding talent within the administrative structures of schools.

2.  Understand the complexities of program initiation, administration, and evaluation within the school culture and appreciate the need for an appropriate administrative style.

3.  Appreciate the individual nature of the needs of gifted and  talented students and will seek to develop programs appropriate for the needs of individual gifted students of superior cognitive, specific academic, creative thinking, and visual and performing arts strengths.

 

Suggested Texts and/or references:

 

 

Book of current readings from journal articles.

 

Detmer, P., & Landrum, M. (Eds.). (2002).  Staff development: The key to effective gifted education programs.  Waco, TX: Prufrock Press.

Landrum, M. (2001). Consultation in gifted education. (2002). Mansfield Center,  CT:: Creative Learning Press. Press.

Piirto, J. (1999).  Talented children and adults:  Their development and education. 2nd Ed. Columbus, OH: Merrill/Prentice Hall.  Focus is on chapters 2 & 3.

VanTassel-Baska, J, & Feng, A. (2002). Designing and utilizing evaluation for gifted program development. Waco, TX: Prufrock Press.

 

 

Supplementary materials as decided by instructor.

 

            All instructors should discuss the Ohio Rule for the Education of Gifted Children.

 

Suggested instructional strategies:

 

Lecture                         Simulation                     Guest Speakers  

Demonstration              Group discussion                      Group projects

Role-playing                  Field trips                                Interviews

 

 

 

Description of field/clinical experiences:

           

            FIELD EXPERIENCES

Interview of school personnel on site.

            CLINICAL EXPERIENCES

 

Evaluation of students:

 

            ! Written focus question as assigned.

 

            ! Position paper utilizing current school reform documents, state standards, and research, about the place of the education of the talented in a climate of standards-based education and school reform.

 

            ! Grant proposal to a state, or local funding source for programming for talented students.

 

            ! Inservice presentation

 

            ! Interview of a present local or county coordinator of gifted programs regarding the development and supervision of gifted programs.

 

 

 

Faculty who frequently teach the course:

 

            Dr. Jane Piirto

 

 

 

Licensure  programs in which course is required:

 

            Endorsement/ Gifted

 

If the course is offered for either undergraduate or graduate credit, identify the respective differences in expectations:

 

            Graduate credit only.

 

 

 

 Bibliography

Books

Adderholdt-Elliot, M. (1987).  Perfectionism:  What's bad about being too good?  Minneapolis:  Free Spirit.

Alvino, J. (1984).  Parent's guide to raising a gifted child.  Boston: Little, Brown.

Alvino, J. (1989).  Parent's guide to raising a gifted toddler.  Boston: Little, Brown.

Amabile, T. M. (1990).  Growing up creative.  New York:  Crown.

Barron, F. (1972).  Artists in the making.  San Francisco: Seminar.

Bloom, B. (Ed.).  (1985).  Developing talent in young people.  New York: Ballantine.

Bireley, M. &  Genshaft, J. (Eds.). (1991).  Understanding the gifted adolescent.  New         York:  Teachers College Press.

Borland, J. (1989).  Planning and implementing programs for the gifted.  New York:  Teachers College Press.

Corwin, M. (2001). And still they rise.  New York: HarperCollins.

Cross, T., & Coleman, L. (2000).  Schooling the gifted in the 21st century.  Waco, TX:  Prufrock Press.

Delisle, J. (1992).  Social and emotional needs of the gifted.  Boston:  Longman.

Dettmer, P., & Landrum, M. (2002).  Staff development: The key to effective gifted education programs.  Waco, TX: Prufrock Press.

Feldman, D. H., Csikszentmihalyi, Ml, & Gardner, H. (1994).  Changing the world:  A framework for the study of creativity.  Westport, CT:  Praeger.

Feldman, D.H., & Goldsmith, L. (1986).  Nature's gambit:  Child prodigies and the development of human potential.  New York:  Basic.

Freeman, J. (Ed.). (1985).  The psychology of gifted children.  Chichester, England:  John Wiley.

Gardner, H. (1983).  Frames of mind:  The theory of multiple intelligences. New York:  Basic Books.

Gardner, H. (1991).  The unschooled mind:  How children think and how schools should teach.  New York:  Basic.

Getzels, J. & Cziksentmihalyi, M. (1986).  The creative vision. Chicago:  Univ. of Chicago Press.

Gruber, H. (1981).  Darwin on man:  A psychological study of scientific creativity.  Chicago:  University of Chicago Press.

Guilford, J.P. (1977).  Way beyond the IQ:  Guide to improving intelligence and creativity.  Buffalo, NY:  Creative Education Foundation.

John-Steiner, V. (1987).  Notebooks of the mind:  Explorations of thinking.  New York:  Harper & Row.

Karnes, F. A. & Marquardt, R.G. (1991).  Gifted children and the law: Mediation, due process, and court cases.  Dayton, OH:  Ohio Psychology Press.

Karnes, F.A. & Marquardt, R.G. (1991).  Gifted children and legal issues in   education:  Parents' stories of hope.  Dayton, OH:  Ohio Psychology Press.

Karnes, F.A., & Bean, S.M. (2001).  Methods and materials for teaching the gifted.  Waco, TX: Prufrock Press.

Karnes, M.B (Ed.).  (1983).  The underserved:  Our young gifted children.  Reston, VA.: Council for Exceptional Children.

Kerr, B. (1986).  Smart girls, gifted women.  Dayton, OH:  Ohio Psychology Press.

Kerr, B. (1991).  A handbook for counseling the gifted & talented  Alexandria, VA:  American Association for Counseling and Development.

Kerr, B., & Cohn, S. (2002).  Smart boys.  Scottsdale, AZ: Great Potential Press.

MacKinnon, D. (1978).  In search of human effectiveness.  Buffalo, NY: Creative Education Foundation.

Maker, C.J. (1982).  Curriculum development for the gifted. Rockville, MD:  Aspen.

Maker, C.J. (1982).  Teaching models in education of the gifted. Rockville, MD:  Aspen.

Parke, B. (1989).  Gifted children in the regular classroom. Englewood Cliffs, NJ:  Prentice Hall.

Perkins, D. (1982).  The mind's best work.  Cambridge, Ma: Harvard Univ. Press.

Piirto, J. (1992).  Understanding those who create.  Dayton, OH: Ohio Psychology Press.

Piirto, J. (1998).  Understanding those who create, 2nd Ed.  Scottsdale, AZ: Ohio Psychology Press.

Piirto, J. (1994).  Talented children and adults.  New York:  Macmillan.

Radford, J. (1990).  Child prodigies and early achievers.  New York:  The Free Press.

Reilly, J. (1992).  Mentoring.  Dayton, Oh:  Ohio Psychology Press.

Rimm, S. (1988).  The underachievement syndrome.  Watertown, WI:  Apple.

Runco, M. (1991).  Divergent production.  Norwood, NJ:  Ablex.

Schmitz, C.C. & Galbraith, J. (1985).  Managing the social and emotional needs of the gifted:  A teacher's survival guide.  Minneapolis:  Free Spirit.

Sherkerjian, D. (1990).  Uncommon genius.  New York:  Viking.

Shirkin, J. (1992).  Terman's kids:  The groundbreaking study of how the gifted grew up.  Boston:  Little, Brown and Company.

Silverman, L. (Ed.). (1992). Counseling the gifted and talented.  Denver:  Love.

Simonton, D.K. (1989).  Scientific genius.  New York:  Cambridge University Press.

Smutney, J.F. & Blocksom, R.H. (1990).  Education of the gifted: Programs and    perspectives.  Bloomington, IND:  Phi Delta Kappan.

Southern, W.T. & Jones, E.D. (Eds.). (1991).  The academic acceleration of gifted children.  New York:  Teachers College Press.

Stein, M. I. (1986).  Gifted, talented, and creative young people:  A guide to teaching and research.  New York: Garland.

Sternberg, R.J. (1988).  The triarchic mind:  A new theory of human intelligence.  New       York:  Viking Penguin.

Sternberg, R.J. (Ed.). (1988).  The nature of creativity.  New York: Cambridge.

Subotnik, R., Kassen, L., Summers, E., & Wasser, A. (1993).  Genius revisited:  High IQ children grown up.  Norwood, NJ: Ablex.

Supplee, P.L.  (1990).  Reaching the gifted underachiever: Program strategy and design.  New York:  Teachers College Press.

Terman, L.M. et al. (1925, 1926, 1930, 1947, 1959).  Genetic studies of genius.  Stanford, Ca:  Stanford University Press.

Terman, L.M. (1925).  Mental and physical traits of a thousand gifted children (I).  Stanford, Ca:  Stanford University Press.

Terman, L.M. (1930).  The promise of youth, follow-up studies of a thousand gifted children:  Genetic studies of genius, III.  Stanford, CA:  Stanford University Press.

Terman, L.M. (1947).  The gifted child grows up, twenty-five years follow up of a superior group:  Genetic studies of genius, IV.  Stanford, CA:  Stanford University Press.

Terman, L.M., & Oden, M.H. (1959).  The gifted group at mid-life, thirty-five years follow-up of the superior child:  Genetic studies of genius, V.3.  Stanford, CA:  Stanford University Press.

Torrance, E.P. (1979).  The search for satori & creativity.  Buffalo, NY: Creative Education Foundation.

VanTassel-Baska, J.L. (1988).  Comprehensive curriculum for gifted learners. Needham Heights, Mass:  Allyn & Bacon.

VanTassel-Baska, J.L., & Little, C. (2002).  Content-based curriculum for high ability learners.  Waco, TX: Prufrock Press.

VanTassel-Baska, J.L. & Olszewski-Kubilius, P. (Eds.). (1990).  Patterns of influence on gifted learners:  The home, the self, and the school.  New York:  Teachers College Press.

Ward, V.S.  (1980).  Differential education for the gifted. Ventura, Ca: National/State Leadership Conference.

Webb, J., Meckstroth, E., & Tolan, S. (1982).  Guiding the gifted child. Dayton, OH:  Ohio Psychology Press.

Whitmore, J.  (1980).  Giftedness, conflict, and underachievement.  Boston: Allyn and Bacon.

Winebrenner, S. (2001).  Teaching gifted kids in the regular classroom.  Minneapolis, MN:  Free Spirit. 

 

 

Journals:

       Challenge—for educators of the gifted

       Creativity Research Journal—research into creativity

       Gifted Child Quarterly—research journal of National Association for Gifted                      Children (NAGC)

       Gifted Children Today—for educators of the gifted

       Journal for the Education of the Gifted—research journal of Council for                                                 Exceptional Children-The Association for the Gifted  (CEC-TAG)

       Journal of Secondary Gifted Education

       Parenting for Potential – publication of NAG

       Roeper Review —for educators of the gifted published by the Roeper School        

       Understanding Our Gifted—newsletter for parents and educators of the gifted.

      

 

International/National Associations

        For additional information on supporting the needs of children who are gifted,

        please contact one of the following international/national professional

        associations.

 

 

CANADA

Lannie Kanevsky

Faculty of Education

Simon Fraser University

Burnaby, BC, Canada V5A 1S6

604/291-5965

Information on Canadian networking and resources

       Teachers and Parents (TAP) for Bright Children (a division of Giftedness Quebec)

       McGill University 3700

       McTavish St. Montreal, Quebec H3A 1Y2 CANADA

       Phone: 514-398-4252

 

Centre for Gifted Education

Michael Pyryt, Director

846 Education Tower

       University of Calgary

       2500 University Dr., NW

       Calgary, Alberta, Canada T2N 1N4

       403-220-7799

URL:  http://www.ucalgary.ca/~gifteduc/

            Information on professional training and talent searches

 

EUROPE

 

       European Council for High Ability (ECHA)

       Secretariat of ECHA

       Bildundund Begabung E.V.

       Wissenschaftszentrum

       PO Box 20 14 48

       D-53144 Bonn,  Germany

        tel. +49 228 302 266

        fax. +49 228 302 270

 

        FRANCE

       Association Francaise pour les Enfants Precoces (AFEP)

       13 bis rue Albert Joly

       78110 Le Vesinet

       France

       E-mail: cote@cnam.fr

       Telephone: ~33 (1) 34.80.03.90

 

UNITED STATES

       The Association for the Gifted (TAG)

       Council for Exceptional Children (CEC)

       1920 Association Drive Reston, VA 22091

       Information on parenting, effective advocacy, and names of persons and associations.

 

       American Association for Gifted Children at Duke University

       1121 W. Main St., Suite 100

       Durham, NC 27701

       919-683-1742

       URL:  http://www.aagc.org/main.html

Nation's oldest advocacy organization for gifted children. Presidential Scholars Program which recognizes 141 outstanding high school graduates each year.

 

       Belin-Blank Center for Gifted Education and Talent Development

       210 Lindquist Center 

       The University of Iowa

       Iowa City, IA 52242-1529

Phone: 1.800.336.6463 or 319.335.6148 Fax: 319.335.5151

Email: belinblank@uiowa.edu

       URL:  http://www.uiowa.edu/~belinctr/

       Comprehensive center for Talent Searches, Teacher Training, Summer Programs

 

       Institute for the Academic Advancement of Youth (IAAY)

       The Center for Talented Youth (CTY)

       Johns Hopkins University

       Charles and 34th Streets

       Baltimore, MD 21218

       410-516-0337

       URL: http://www.jhu.edu/~gifted/

       One of four regional talent search programs; offers summer programs and

                         networking.

 

       Center for Talent Development

       Northwestern University

       617 Dartmouth Place

       Evanston, Illinois 60208

       708/491-3782

       URL: http://www.ctd.northwestern.edu/

       One of four regional talent search programs; offers summer programs and

            networking.  Coordinates MIDWEST Talent Search.

 

       Davidson Institute for Talent Development

To recognize, nurture and support profoundly gifted young people and to provide opportunities for them to develop their talents in positive ways to create value for themselves and others.  Offers parent help and scholarships.

       URL:  http://www.davidson-institute.org/

 

       National Association for Gifted Children (NAGC)

       Suite 550

       1707 L Street, NW

       Washington, DC 20036

       202-785-4268

       URL: http://www.nagc.org/

       Advocacy organization; offers a wide range of publications and services.

 

       National Conference of Governors' Schools

       URL:  http://ncogs.org/

NCoGS is the national organization committed to facilitating communication between various summer residential Governor's Schools throughout the United States.

 

       The National Research Center on the Gifted and Talented

       The University of Connecticut

       362 Fairfield Road, U-7

       Storrs, CT 06269-2007

       203-486-4826

       URL: http://www.gifted.uconn.edu/nrcgt.html

Funded by the Jacob K. Javits Gifted and Talented Students Education Act. A nationwide cooperative of researchers, practitioners, policy makers, and other persons and groups that have a stake in developing the performance and potentials of young people from preschool through postsecondary levels.

 

       National/State Leadership Training Institute for Gifted and Talented  (N/SLTI-G/T)

       Hilton Center

       900 Wilshire Boulevard, Suite 1142

       Los Angeles, CA 90017

       213-489-7470

Professional and teacher training; publications.  May no longer be in existence: no URL but is on many resource lists.

 

       The Ohio Association for Gifted Children

       P.O. Box 30801,

       Gahanna, Ohio 43230
       URL:  http://www.oagc.com/

To promote and support the development of gifted students through dissemination of information, advocacy on their behalf, encouragement of affiliate organizations, and to promote research and education for gifted children.

 

       Supporting the Emotional Needs of the Gifted, Inc. (SENG)

       P.O. Box 6550

       Scottsdale, AZ 85261.

       (602) 954-4200

       Email:  sengifted@home.com

       URL:  http://www.sengifted.org/ext_dep.htm

SENG seeks to inform gifted individuals, their families, and the professionals who work with them about the unique social and emotional needs of gifted persons.  Offers conferences and scholarships.

       Duke University Talent Identification Program (TIP)

       1121 West Main Street, Suite 100

       Durham, NC 27701

       919/683-1400

       URL: http://www.tip.duke.edu/

       One of four regional talent search programs; offers summer programs and networking.

 

       World Council for Gifted and Talented Children

18401 Hiawatha Street
Northridge, CA 91326, USA
Tel: 818-368-7501, Fax : 818-368-2163

       URL:  http://www.worldgifted.org/

An international interchange of information on research and programs; has a research journal.

 

Non-print (web sites)

 

       http://www.kidsource.com/kidsource/pages/ed.gifted.html— Articles on talent development and gifted education

       http://www.coreknowledge.org/lessons - Lessons in Core Knowledge

       http://www.ericec.org/ - ERIC Clearinghouse in Disabilities and Gifted Education

 

Learned Societies

 

       Council for Exceptional Children - The Association for the Gifted

National Association for Gifted Children

American Psychological Association - Creativity Division

 

Selected Publishers Who Publish Materials About Gifted, Talented and Creative People

       Creative Learning Press     

       Free Spirit Press

       Great Potential Press

       Hampton Press

       Prufrock Press

       Royal Fireworks Press