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CUIN 7353

CUIN 7353: Evaluation of Programs for Gifted and Talented Students

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Course Information
Conceptual Framework
Course Objectives
Course Requirements
Class Content
Class Attendance
Student Evaluation & Grading Scale

 

Course Information:

CUIN 7353: Evaluation of Programs for Gifted and Talented Students

Section: # See class schedule

Semester: See current course calendar

Instructor: Theresa M. Monaco, Ph.D.

Phone: (713) 743-4963 (Voice Mail)

E-Mail: tmonaco@uh.edu

Personal Website: http://www.uh.edu/~tmonaco

Email List: Send a message to LISTSERV@LISTSERV.NODAK.EDU and in mail text write SUBSCRIBE TAG-L. You will be subscribed to the TAG-L list (TAG-L Talented and Gifted Education)

Mailing Address:
4800 Calhoun
Houston TX
77204-5027

Fax: (713) 743-4990

UH WebCT Student Help Site

PLEASE DO NOT HESITATE TO CALL OR EMAIL.

Americans with Disabilities Act (ADA) Statement: Special Accommodations: For students who need special accommodations for lectures, assignments, and course tests/examinations contact the Director for the Center for Students with Disabilities, at 713/743-5400.‚Â This center is located in room 307 in the Student Services Center

Catalog Description: CUIN 7353. Evaluation of programs for the Gifted and Talented CR. 3. (3-0). Prerequisite: CUIN 6349, or consent of instructor.
Direct application and evaluation of processes and products to determine program effectiveness for gifted and talented students..

Text:

  1. Gifted Program Evaluation: Ensuring Equity and Excellence, By: Monaco, Theresa Ed. (1998) ISBN: 0-88092-240-0


  2. Subscribe to the TAG-L list. Send E-mail to: LISTSERV@LISTSERV.NODAK.EDU and in mail text write SUBSCRIBE TAG-L. You will be subscribed to the TAG-L list (TAG-L Talented and Gifted Education)

  3. SELECTED RESEARCH AND LITERATURE RELATED TO‚Â EACH CLASS TOPIC PROVIDED BY THE INSTRUCTOR

Conceptual Framework:

The University of Houston-College of Education employs exemplary standards to exemplify what it explicates. In graduate programs, the domains and factors of the conceptual framework (cognitive, affective, development, personal/social and attention to individual differences) are "expanded to data- based decision-making skills documented in teaching practice". See the National Association for College Teachers / APA Learner-Centered Psychological Principles, knowledge base standards of the National Association for Gifted and Talented Children (NAGC) and Texas State Board of Education Gifted and Talented (SBOE) correlates. See‚ http://www.tea.state.tx.us

Course Objectives:

The University of Houston College of Education (learning and leading) employ exemplary standards to exemplify what it explicates. At the graduate level, master teachers use research to make informed decisions about teaching.‚Â ‚Â Upon completion of this course,‚Â class participants will demonstrate the use of research to develop their teaching skills and to identify and solve student learning problems.

The Conceptual Framework (domains/factors), National Association for Gifted Children (NAGC), Texas State Board of Education Gifted and Talented (TAGT), and the State Board of Education (SBOE) standards are coded to each objective. See http://www.tea.state.tx.us/

  1. Understand the nature and needs of gifted and talented students of varying abilities, characteristics, and cultures, APA Learner Centered Principles Domain III, NAGC Knowledge Base (2a, 2b, 2f, 2g); Texas Standards (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

  2. Select and use assessment and evaluation instruments according to cultural differences, and properly interpret data to professional and students and their parents (including use of the case study technique) APA Learner¢â‚¬â€œCentered Principles Domain IV; NAGC Knowledge Base (2d, 3d,); Texas Standards (3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

  3. Use group dynamics in interpersonal relationships concerning relevant instructional processes with professionals, gifted and talented students, and their parents APA Learner-Centered Principles Domain II; NAGC Knowledge Base (3e, 3f, 3g, 3h); Texas Standards (6.1s, 6.2s, 6.4s, 7.5s);

  4. Use community resources, articulate with other education agencies and develop mentor relationships. APA Learner-Centered Principles Domain III; NAGC Knowledge Base (3a, 3b, 3c, 3e); Texas Standards (4.4s, 5.5s, 6.5s, 7.2s);

  5. Analyze and use current research in education of gifted and talented students in the United States and Great Britain with special attention to the unique cognitive and social characteristics of gifted and talented students. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (3j, 3m, 3n, 3o); Texas Standards (2.1k, 2.2k, 2.3k, 2.4k);

  6. Use and evaluate teaching models and strategies specifically suited to the unique Cognitive, social characteristics and learning styles of gifted and talented students. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (3j, 3k, 3n); Texas Standards (4.1s, 4.2s, 5.1s, 5.2s, 5.3s, .4s, 5.5s, 5.6s, 5.7s, 5.8s);

  7. Organize, manage, and evaluate various programming alternatives, including the appropriate use of technology. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (3b, 3c, 3g 3j, 3k 3m); Texas Standards (4.1s, 4.2s,);

  8. Understand and be able to interpret the language of the evaluation field with specific application to gifted and talented education. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (2a, 2b, 2l, 2q, 3r); Texas Standards (3.1k, 3.2k, 3.3k, 3.4k, 3.5k, 3.6k);

  9. Defend a conception of evaluation that transcends a basic research design perspective. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (2a, 2b, 21, 3d, 3f, 3q, 3r); Texas Standards (4.5s);

  10. Identify appropriate audiences for evaluation information. APA Learner-Centered Principles Domain IV; NAGC Knowledge Base (3e, 3f, 3q, 3r); Texas Standards (4.5s);

  11. Select appropriate vehicles for transmitting the findings of the evaluation process. APA Learner-Centered Principles Domain I; NAGC Knowledge Base (3a, 3f); Texas Standards (4.5s).

N.B. Objectives are faculty agreed for this course, no matter who teaches this course.

Course Requirements:


Class 1 Review the history of evaluating gifted programs. Find a relevant article, or other type of research evaluating gifted programs. Worth 1 point.
Class 2 Select a state and research a topic with statistical relevance to gifted and talented education in that state. For example: How does the state of Hawaii allocate funds for their education programs, particularly gifted and talented programs? Present finding in class. ‚Â Worth 1 point.
Class 3 Write a one-page summary of an existing program (for example: pull out programs) that you think is beneficial to gifted and talented students. Worth 1 point.
Class 4 Referring to your selected district, answer the first question from the GT1-20 evaluation. Worth 1 point.
Class 5 Referring to your selected district, answer the next GT1-20 question. Worth 1 point.
Class 6 Referring to your selected district, answer the next GT1-20 question. Worth 1 point.
Class 7 Referring to your selected district, answer the next GT1-20 question. Worth 1 point.
Class 8 Referring to your selected district, answer the next, until you complete them all GT1-20 questions. Worth 1 point.
Class 9 ANALYZE products from class assignment, evaluation questions, and assigned readings. E-mail evaluations from preceding assignments. Prepare to compare and contrast Districts A-G on assessment. (Refer to Texas State Plan for education of Gifted and Talented students-Section 1-Student Assessment/Identification). Worth 1 point.
Class 10 Get into your schools!! Prepare to compare and contrast districts GT1-20 on program design. (See State Plan, Section 2-Program Design) ANALYZE products from class assignment ‚Â Worth 1 point.
Class 11 ANALYZE school evaluations and evaluation questions. Completed school evaluations. Prepare to compare and contrast Districts GT1-20 on curriculum and instruction (See State Plan, Section 3-Curriculum and Instruction). Worth 1 point.
Class 12 Prepare to compare and contrast districts GT1-20 on professional development (See State Plan, Section 4-Professional Development). Worth 1 point.
Class 13 What is your "vision" of an ideal evaluation plan for your school district (Select a creative way to respond) Worth 8 point.

  • Classes 1 through 12 will help you achieve class 13.
  • Maximum length suggested- 1 page.
  • Discussion Board Participation.

Course Content:
  1. Class Introduction (excerpts from text)
  2. Text Readings
  3. Power Point slides outline the content of each class
  4. Selected Readings and References (You may select topic related research from your favorite website) You may substitute your own class related research/reading.
  5. Weekly Progress Report on differentiated Unit of Instruction
  6. Optional clips
  7. Discussion Board (to discuss all class content.) (Due weekly.)
  8. Chat Room (see calendar) the chat room is an opportunity to research a data-based opinion to use in school meetings. The Instructor serves as a moderator. OR, IF ABSENT Fun activities (one for each missed class) Whenever the links do not work, create your own activity based on an idea you got from the chapter.
  9. The class Calendar is our daily contact link. Details are linked to each day as noted.
  10. The instructor will meet with class participants as often as requested (daily, weekly, bi-weekly) to clarify course/class content.
  11. Do not forget the click on References or go to your favorite search engine for class related references. Put the web site (topic related) on discussion board.
  12. Click on Exemplary Product for examples of rubrics on class assignments, ex. mid-terms, papers, etc.
  13. All class activities must be completed by the University of Houston's grade schedule due date, i.e. no Incompletes.

 

Course Attendance:

*REGULAR CLASS PARTICIPATION ON DISCUSSION BOARD IS EXPECTED OF ALL.

Student Evaluation & Grading Scale:

The evaluation of students will be based upon the successful completion of all course requirements. The course activities, and the percentage of the final grade are listed below. PLEASE FIND THE CALENDAR ASAP.
The Mid-term, Final and other course information is posted on this course menu.

Activity Rubric: Activity score based on written accuracy, grammar, and persuasive presentation. See course syllabus.

Activities Grade value
Orientation (See Class Schedule) 0%
Mid-Term Exam (See Class Calendar) 20%
Requirements (See Classes) 20%
Chat Room or Fun Activity (See Calendar) 10%
Discussion Board (Weekly) 10%
Ideal Evaluation Plan 20%
Final Exam Grade (See Calendar) 20%
TOTAL 100%
Score Grade
95-100 A
90-94 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
65-69 D
60-64 D-
Below F