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CUIN 8354

CUIN 8354: Seminar in Gifted Education

This syllabus contains the following information about the course

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

CUIN 8354: Seminar in Gifted Education

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

For Sunday Chatroom, you have to have the corrected version of Java support by WebCT. If you do not have it, go here to download and install it manually.

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. This center is located in room 307 in the Student Services Center

Catalog Description: 8354 Seminar CR. 3. (3-0). Prerequisite: CUIN 8353, or consent of instructor.
Required seminar for graduate students in gifted education. A review of research literature relating to issues in the field of gifted education..

Text:

  1. Free optional textbook. Rethinking gifted education [electronic resource] / edited by James H. Borland. ISBN (electronic book): 1423715934
    You can access this electronic book online here at this link. You also need to sign up for a ID Barcode to login to the website.
    Call MD Anderson Library to request a ID Barcode at this number (713) 743-1050 (option 4) Here is the link to the table content of the book at Barnes & Noble.

  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 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. Upon completion of this course, 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. Analyze 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. Analyze definitions/taxonomies of cognitive skills in curriculum models for critical creative problem solving and decision making instruction. Include models developed in the US. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2b, 2c, 2f, 2g); (Texas Standards 1.2k, 1.3k, 1.4k);

  3. Compare definitions/taxonomies of affective skills in curriculum models for critical creative problem solving and decision making instruction. Include models developed in the other countries. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2b, 2c, 2f, 2g); (Texas Standards 1.2k, 1.3k, 1.4k);

  4. Compare the cultural and social economic factors that impact on the identification of the gifted. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 2a, 2b, 2c, 2d, 2g, 2k); (Texas Standards 2.5k, 3.3k, 6.5k);

  5. The objective of this course is to understand the cultural and social economic factors that impact on the identification of the gifted in-- special populations. [emotionally disturbed, deaf, blind, learning-disabled, etc.) (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 2a, 2b, 2c, 2d, 2g, 2k); (Texas Standards 2.5k, 3.3k, 6.5k);

  6. Write and evaluate curriculum materials compatible with programming models for gifted and talented students of different abilities and culture (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3b, 3m, 3n, 3o); (Texas Standards 41.s, 4.2s, 5.1s);

  7. Use academic disciplines such as English/Humanities, Math/Science, Social Studies appropriate curriculum combinations as a foundation for talent development. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2j, 3f, 3k); (Texas Standards 4.2s, 4.4s, 5.7s, 5.8s);

  8. Implement creative and productive thought, critical thinking, visual and performing arts in your teaching. (APA Learner Center Principles Domain I NAGC Knowledge Base 2b, 2g, 2h); (Texas Standards 4.3k, 5.1k, 5.6k);

  9. Analyze and use current research in gifted and talented education in the United States to draw conclusions, and decide how to initiate changes based on research findings (Conceptual Framework - Domain IV, Personal and Social Factors); (APA Learner Center Principles Domain I NAGC Knowledge Base 3j, 3m, 3o); (Texas Standards 2.1k, 2.2k, 2.3k, 2.4k);

  10. Analyze and use current research in gifted and talented education in Non-American countries to draw appropriate conclusions, and decide how to initiate changes based on research findings (Conceptual Framework - Domain IV, Personal and Social Factors); (APA Learner Center Principles Domain I NAGC Knowledge Base 3j, 3m, 3o); (Texas Standards 2.1k, 2.2k, 2.3k, 2.4k);

  11. Use appropriate strategies to provide staff development and leadership training in the area of education of gifted students for your constituencies that account for social and cultural diversity. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 3a, 3d, 3e, 3f); (Texas Standards; (6.3k, 6.3s, 7.1s);

  12. Submit, an issue related, publishable manuscript or project that exemplifies your mastery of research. The manuscript or project is developed according to your publisher's criteria. Submit publisher's guidelines and a cover letter to the publisher. (Texas Standards 1.2k, 1.3k, 1.4k).

NB- THE OBJECTIVES 1-9 ARE THE FACULTY AGREED OBJECTIVES FOR THIS COURSE
Some objectives are repeated in more than one course for emphasis and in-depth analysis

Course Requirements:


Class 1 List what you know about current issues in the education of gifted students? One Paragraph! Determine pre/post knowledge level of current issues in schools today.
Class 2 List current issues affecting your school today. Use current data bases like ERIC, WILSON WEB, PROQUEST or your favorite search engine. .
Class 3 Select an issue that you are interested in researching and writing about for a publication or publishable project. You may use your doctoral dissertation topic.
Class 4 Examine several publication sources. Select one that matches your writing style. You may want to pay particular attention to length, use of references, and other publishing guidelines.
You may want to take a peek at Academic Exchange Quarterly. They would be willing to work with you on publishing your article. Their guidelines for publications can be found here.
Class 5 Identify 3 colleagues who will give you feedback on the content and organization of your publishable manuscript.
Class 6 Develop an outline of your manuscript. Please do this in outline format. Discuss with 3 colleagues. Provide them with publishing guidelines for your selected journal.
Class 7 Strengthen your outline based on the feedback from your 3 colleagues, who are serving as editors for your manuscript.
Class 8 Research your selected issue for published resolution of issues. Who else is researching the same topic that you are interested in? This is the related literature section of your manuscript. Share research with 3 colleagues.
Class 9 Develop the first draft of the manuscript. Get feedback from your 3 colleague editors.
Class 10 Check your manuscript against the publishers guidelines for your manuscript. Ask your colleague editors to examine the progress you made toward the final manuscript.
Class 11 Complete the manuscript to your satisfaction, the satisfaction of your colleagues, and the satisfaction of manuscript guidelines provided by publisher.
Class 12 Develop a cover letter to the publisher.
Class 13 Turn in a publishable manuscript (with cover letter to a publisher, and guidelines for publication). Send to publisher of your choice. Agree to accept publisher’s feedback.

List what you have learned about current issues in the education of gifted students. One paragraph! Determine pre/post knowledge level of current issues in schools today.
  • Classes 1 through 12 should 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) 10%
Chat Room or Fun Activity (See Calendar) 10%
Discussion Board (Weekly) 10%
Editorial Support (3 colleagues) 10%
Final Manuscript 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