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Program
and Course Development
Development of Program
Curriculum
The major emphasis is the development of program curriculum, which is
divided into three foci: The first focus is the content to be taught. The
second is the instructional strategies used to deliver each course. The
third is the local, regional and national presentations and participation
designed to insure institutionalization of the gifted program at this
University.
The curriculum content for teachers is based upon research that
established that teachers need to know, 1) what are the characteristics of
gifted students, 2) how to identify students as gifted, 3) what content to
teach these students, 4) what teaching/learning strategies are appropriate
for gifted students, 5) what are the social/emotional needs of these
students and, 6) how to evaluate students’ products and program
effectiveness. The National Council for the Accreditation of Teacher
Education (NCATE) standards is applied to each course within the program
as of 1998.
The instructional strategies modeled in gifted programs are based on
researched characteristics of gifted students. For example, gifted
students tend to be inquisitive, self-motivated and sensitive. Teachers of
students incorporate this knowledge in their curriculum delivery
practices. The research supports a differentiated curriculum, student
participation in product evaluation, and dissemination of their quality
products.
Presentations were delivered at the United States Office of Education
division of gifted and talented in Washington DC, at the Texas Education
Agency in Austin, Texas as well as at national regional and local
professional conferences for gifted & talented. Web sites, catalogs and
class schedules exist at the University of Houston to ensure local,
regional, national and international dissemination.
The Gifted Education program, correlated to the NACRE requirements, is
currently offered on this campus as well as the West Houston and North
Houston Institutes. Six hours of the major and emphases courses are
offered in the Fall Semester at West Houston and six hours are offered in
the Spring Semester at the North Houston Institute. Nine hours are also
offered via instructional television. The summer is reserved for special
needs of school districts, internship/practicum experience and exploring
the international world. The process of
course development, updating research and delivering instruction is an
ongoing process for each course.
Participate at monthly advisory committee meeting for WebCT Vista (Distance Education)
Update instructional technology skills = as needed by WebCT/Vista team (Dr. Marshall Schott and (IT) team,2000,2001,2002,2003,2004,2005,2006,2007.
Update research on-line courses to meet state standards for supplemental certificate and degree requirements. Updated all content for CUIN 6349, Cuin 6350, Cuin 7352, CUIN 6385, 7353 and Cuin 6393 for the degree and state endorsement to a teaching supplemental credential. Completed developing doctoral level course Cuin 8354 and Cuin 8355 and CUIN 8356 for Spring 2006, 2007, 2008 online course offerings. All online are developed with WebCT/VISTA support from the Instructional Technology Support provided by University of Houston. (Dr. Marshall Schott) 2001,2002,2003,2004,2005,2006,2007.
Redesigned CUIN 8356 – The At-Risk Gifted Students for WebCT (Online) Included classic dated and current research using UH library links. The syllabi and class content are modified based on student feedback. Updated research and literature (2000-2006), other than foundation Research. Identifiedvideo links and activities that correlate to each class purpose. 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009.
Uses of instructional technology in course delivery or enhancement
- Added the College of Education and department Course Evaluation link to the homepage of all nine online courses.
Also, added the UH collaboration logo to nine course syllabi.
I use technology to develop online courses. I have developed 9 courses; CUIN 6349; CUIN6350; CUIN 6393; CUIN 7352; CUIN6385; CUIN 7353; CUIN 8354; CUIN 8355 ; CUIN 8356. I weekly upgrade research and instructional tools for those online courses.
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Graduate Advisement
The emphasis in graduate instruction is on the preparation of graduates
to achieve career goals is the field of gifted education. Graduates, to
date, are employed in other states and other countries such as Canada and
all across the United States.
At the masters degree level with a major in gifted education, graduates
are prepared to teach gifted and talented students from kindergarten
through twelfth grade in public/private schools. The masters program is
designed to develop awareness, knowledge and competence in procedures for
identifying gifted students, curriculum development and delivery
strategies as well as methods for evaluating student progress.
The doctoral program with an emphasis in gifted education, prepares
graduates for leadership positions in public/private education and in the
business world. Graduates are currently employed in universities,
colleges, twenty region service centers and by the Texas Education Agency.
Their roles include professors, instructors, administrators and
supervisors, faculty in higher education and leaders in the business
world. They are also employed as coordinators for gifted programs in
public/private schools, administrators for school districts and
consultants.
Upon admission, as advisor the applicant and identify career goals and
plan a degree program to meet the identified career goals. Courses
selected help develop an inquisitive attitude toward research in gifted
education. The culminating activity...the dissertation is designed to
check the programs effectiveness to conceptualize and carry out a specific
research question. The candidate is expected to add to the body of
knowledge in this field as well as achieve credentials for entry into
their chosen profession.
In order to facilitate the advisement students and others interested in
the major at the Masters Degree Level and an emphasis at the Doctorate
Level the following services are provided:
Assist other faculty on a request basis, as their doctoral, master or
undergraduate students need information about gifted education.
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Dissertation Chaired:
Ozgur Ozer (May, 2008) Investigating the Work Values of High Achieving and Low Achieving 10th Grade Students
Penny William (December, 2006) A Study of the Influence of Academic Achievement on Anxiety and Self-Actualization of First-Semester Nursing Students.
Elaine Sharp (May, 2006) The Meaning of Membership in a Curriculum-Base Campus Social/Service Organization for Diverse Secondary Student Groups
Richard Doina. (May 2005) Advanced Placement of United States History of Gifted Students: A Case Study. Employed as coordinator at St. Johns School
Daisy Walker. (July 2005) Parents Perceptions
of Factors Influencing the Decision to Choose Carter Schools. Employed as
instructional leader in Illinois
In Process: Penny Williams. (2003) A Study of the Influence
of Academic Achievement on Anxiety and Self-Actualization of
First-Semester Nursing Students.
Ann Bevil.
(May 2003) The Effect of Real World Mathematical
Applications on Gifted and Non-Gifted Students’ Achievement and
Classroom Learning Environment.
Najat Al-Hamden. (May 2002) The relationship between
intelligence and academic achievement in Saudi Arabian Students
Heath, W. (2000)
Learning Style Difference Between Gifted and Non-gifted
Sixth and Seventh Grade Students. Unpublished Doctor of Education
Dissertation, University of Houston, August 2000. Employed Fort Bend I.S.D.,
Sugar Land
Smith, J. (1997) The Effect of Character
Education on the Self-esteem of Gifted and Non-Gifted African
American Students. Dissertation Abstracts International
Moss, N. (1996). Magnet School Socialization of Gifted
Latinas: A Study in Affective Dissonance. Dissertation Abstracts
International (University Microfilm No. in Process.) Published
in Gifted Child Today
Oakes, V. (1995). Processing
Preferences of High Achievers and Exceptionally creative
Adolescents, Dissertation Abstracts International (University
Microfilm No....in Process).
Hunt, B. (1994). The Effect
of Homogeneous and Heterogeneous Grouping of Gifted Sixth Grade
Students on Mathematics Achievement and Attitude. Dissertation
Abstracts International. (University Microfilm No...in process).
McComb,
J. (1994). Peer Nomination and Selection of Gifted Hispanic and
African American Students. Dissertation Abstracts International.
(University Microfilm No....in process).
Parker, L. (1994).
Gifted Students’ Perception of Environment in Assertive
Discipline and Non-Assertive Discipline Classrooms. Dissertation Abstracts
International. (University Microfilm.... in process). 1995 NOW EMPLOYED AT
HOUSTON COMMUNITY COLLEGE = TEACHING AND ADMINISTRATION.
Frevert,
A. E. (1993). Elementary principals ratings of the most
important characteristics and Teaching Behaviors of Teachers of
the gifted. Dissertation Abstracts International. (University
Microfilm). Received two awards as best Dissertation: PHI DELTA
KAPPA and ASSOCIATION OF TEACHER EDUCATORS.
Behnke, M. (1992).
Identification of Kindergarten students for Gifted
Programs: use of Cattell Culture Free Test and Cognitive Abilities Test.
Dissertation Abstracts International. (University Microfilms No. In
Process). NOW EMPLOYED AT LAMAR UNIVERSITY.
Borreca, E. (1992). The
Relationship between Self-Concept and Home Environment of Four
Year Olds. Dissertation Abstracts International. (University
Microfilms No. In process).
Rives, R. (1992). A
Structural Model of Factors Relating to Success in Calculus,
College Algebra and Developmental Mathematics. Dissertation
Abstracts International. (University Microfilms No...in
process).
Smith, J. (1997) The Effect of Character
Education on the self-esteem of gifted and non-gifted
fifth-grade and sixth-grade African American students.
Dissertation Abstracts International.
Peters, C. O.
(1991). Attitude profiles of gifted achieving gifted
underachieving and non-gifted middle school students.
Dissertations Abstracts International.
Gilbert, C. (1991).
An investigation of the relationship between
creativity and self-esteem in identified and near-identified gifted
students. Dissertation Abstracts International.
Williford, P. F. (1989).
The initial effect of gifted certification on
school districts (parishes). Dissertations Abstracts International.
Seney, R. W. (1989). Impact of teacher attitudes on knowledge and
students. Dissertations Abstracts International.
Holt, B. J. (1988).
The effect of a prescribed reading experience on locus
of control for gifted and non-gifted students. Dissertations Abstracts
International.
Moen, M. L. (1988). The relationship between cognitive, affective, and
moral development in gifted junior high school students. Dissertation
Abstracts International.
Slocumb, P. D. (1987). The relationship between achievement of
five-year-olds and parents' report of home environment characteristics.
Dissertation Abstracts International.
Bruce, L. C. (1985). Math curriculum and achievement of gifted and
non-gifted students on Piagetian formal operations. Dissertations
Abstracts International.
McAvoy, M. L. (1984). A holistic approach to the education of gifted and
talented students in a parochial school setting. Dissertations Abstracts
International.
Vigna, R. A. (1983). An investigation of learning styles of gifted and
non-gifted high school students. Dissertations Abstracts International.
Deans, D. B. (1981). Relationships between classroom behavior, manual
dexterity, age and on-the-job training status of handicapped high school
students. Dissertations Abstracts International.
James, R. L.
(1981). Relationships of elements of individualized instruction
to arithmetic achievement. Dissertations Abstracts International
Burke, M. C. (1978).
An Analysis of the Effectiveness of a Transportation
Program for Special Education. Dissertations Abstracts International.
Thorne, J. H. (1974). An analysis of the WISC and IPA and their
relationships to school achievement, socio-economic status, and ethnicity.
Dissertations Abstracts International
Moseley, M. R.
(1973). Attitude Difference Toward Disabled Persons as a
Function of Education Integration. Dissertations Abstracts
International
Reinehr, V. L (1973).
Motivation Training and Teaching Behavior-Change in
an In-service Education Program. Dissertation Abstracts International.
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Dissertation Committee Member
Kelli A. Cohen, M.D., (Fall 2008) Doctoral Dissertation = Dr. Craig = Chair: Doctor as Educator and Curriculum Maker Helping to Heal the Patient-Doctor Relationship: A Personal Journey. Defended Successfully, Graduated Spring 2007.
Eva Marie Bisaillon, (Winter, 2007) Dissertation Proposal = Dr. Jones = Chair A Proposal: Deserts Traversed, Mountains Climbed, Dangers Averted: An Exploration into the Literal and Figurative Experiences of English Language Learners as They Gain Access to Gifted Education in the Lower Rio Grande Valley. Defended Successfully Fall 2007.
Ronnie L. Rentfro, (Fall, 2007) Candidacy Paper: Gifted and Talented Program for ABD District. Defended Successfully
Holly A. Weimar, (Winter, 2007) Completed Dissertation: = Dr. Craig = Chair Reading Outside the Classroom for the Life Inside: An Exploration of Teacher Images Concerning Teacher Reading and Teachers’ Professional Reading Experiences . Defended Successfully in Nov. 2007
Daniel Gonzalez , (Fall, 2007) Dissertation Proposal: = Dr. Jones = Chair An Examination of The Rationales Given by Students for Exiting High School Gifted and Talented Programs. Defended Successful on Oct. 22, 2007.
Fidela Lanoux , (Winter, 2007) Completed Dissertation= Dr.Jones = Chair : Para professionals: Instructional Support in the Elementary Schools. Defended Successfully on Dec. 14, 2007
Rima Alexander, (Spring, 2007) Dissertation Proposal = Dr.Ramsey = Chair: The Effect of Teacher Quality on the Achievement of Integrated Physics and Chemistry Students. Defended Successfully in Jan. 2007.
Holly Weimar (February 2006) Reading Outside the Classroom for the Life Inside: A Beginning Look at Teachers’ Professional Reading
Robert M. Rosas ( 2006) Storied Perceptions of School Librarians Regarding How Administrative Decisions Affect Their Role in Developing Quality School Library Programs
Rosas, Roberto (Candidacy Defense March 2006) Storied
Perceptions of School Librarians Regarding How Administrative
Decisions Affect their Role in Developing Quality School Library
Programs
Judy C. Goldstein (Fall 2003) Voices of Catholic School
Principals: A Phenomenological Study of Catholic School
Principals Perception of Efficacy and Residency.
Rendon, R. V. (1993). An Investigation of
Competencies Needed for Teachers of Gifted and Talented in Texas.
Dissertation Abstracts International.
Waldon, M. A. (1982). The Relationship Between Kindergarten Children’s
Fantasy Play Behavior and Divergent Thinking Ability. Dissertation
Abstracts International.
Barianeau, T. B. (1981). Classroom climate and teacher stress.
Dissertation Abstracts International, 42/8A, 3354A. (University Microfilms
No. 82- 00,920)...chairperson, Dr. R. Strahan
Graham-Bafus, S. (1980).
The Effects of a Course in Family Life Sex
Education on Knowledge Regarding Sexuality of Mentally Retarded Adults
Residing in a Community Residential Faculty.
Higginbotham, F. (1980).
A Comparison of Student Achievement In Gregg (DJ)
and South-western (C-21) Shorthand Systems in Selected Schools.
Lambert, J. I. (1980).
A Study of the Needs of Regular Education Teachers
in Implementing Public Law 94-142.
Malmstad B. J. (1980). The Social Construction of Reading Achievement and
Classroom Behavior: An Ethnography of a Five-Week Summer School Session
For Below Grade Level Elementary Students. Dissertation Abstracts
International.
Brawley, O. D. (1974). A Study to Evaluate the Effects of using Multimedia
Instructional Modules to Teach Time-Telling to Retard Learners.
Dissertation Abstracts International.
Unrah, R. P. (1974). An Investigation of the Construct Validity of a
Taxonomy of Reading Comprehension. Dissertation Abstracts International.
Frumess, S. C. (1973). A Comparison of Management Groups Involving the Use
of the Standard Behavior Chart and Setting Performance Aims. Dissertation
Abstracts International.
Duer, W. F. (1972). A Comparative Study Of Three Measures of Achievement
Motivation. Dissertations Abstracts International.
William Chambers (1972).
Validation of knowledge and attitude as
predictors of successful teachers of the at-risk student.
Dissertation Abstracts International.
While, I did not serve as a committee member, I frequently advise doctoral
students FROM OTHER AREAS interested in gifted education upon request.
(Many informal meetings)
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Program
Development
Update instructional technology skills= AS NEEDED BY TAMMY Hoskins (Dr.
Marshall Schott and (IT) team, 1999- 2005.Update instructional technology skills=3 day workshop by Drs. Marshall
Schott and Amy Leach Bradford Conference on Instructional Technology and
the Adult Student: Options for Delivering On-Line Courses. April/May,
1999-2003
Conference on Instructional Technology and the Adult
Student: Options for Delivering On-Line Courses. April/May,
1999-2003.
Syllabus Workshops and Seminars - New Directions In Education Technology
for Faculty and Administrators. April 1998-2003.
Designed
in-service program for teachers of the gifted Girls and Boys
Academy and online education masters degree, 2003.
Symposium on Providing Services for Advanced Level Students presented by
Texas Education Agency, Austin, Texas, Fall 1999.
Confratute 1997 - Institute on Education of the Gifted Student presented
by the National Associate for Gifted Children, Thirteenth Annual Summer
Institute, Storrs, Connecticut, Summer 1997.
Designed in-service program for teachers of the gifted Davilla
Elementary School and distance education masters.
Designed in-service program for teachers of the gifted Region III Service
Center. Anna Gonzales. Elementary School and distance education masters
degree.... Designed flyer to advertise distance education for Virginia
Livingston
Designed masters degree program for teachers at River Oakes Baptist
School. Dr. Hightower, Elementary School principal. Designed flyer to
advertise distance education
In collaboration with the Rockford Public School, Mrs. Constance Carter,
Principal, King Elementary School, Rockford, Illinois. A proposal was
written to bring consultants to service her teachers. She was here 3 days.
Designed brochure inviting 54 school districts to enroll in endorsement
courses CUIN 6349 and CUIN 7352. Response resulted in interest (18 phone
calls) and one school district; Alvin I.S.D. participated in working with
teachers. The gifted and talented endorsement is part of a masters or
doctoral degree
Assisted Dr. Paul Slocomb in the instructional development of the
instructional television course CUIN 7352 by developing materials and
contacting statewide leaders to participate as guest speakers.
Assisted Dr. Paul Slocomb in the instructional development of the
instructional television course CUIN 7352 by being present at each class.
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Course Development
Update research on-line courses to meet state supplemental credential and degree
requirements. Updated all content for Cuin 6349, Cuin
6350, Cuin 7352, CUIN 7353 and
Cuin 6393 for the state
endorsement to a teaching supplemental credential. Completed developing
doctoral level course Cuin 8354,Cuin 8355 and CUIN 8356 for Spring 2006 course offerings. All online courses
are developed with WebCT/VISTA support from the Instructional Technology
Support provided by University of Houston. (Dr. Marshall Schott) 2001-2005).
Redesigned CUIN 8356 – The At-Risk Gifted Students for WebCT (Online) Included
classic dated and current research using UH library links.
The syllabi
and class content are modified based on student feedback. Deleted dated
research and literature other than the CLASSICS. Identified
video links and games that correlate to each class topic (2000 – 2005). Added
the College of Education link for Course Evaluation and Digital Storytelling.
2000 – 2003 Redesigned CUIN 6349 - Introduction to the Education of Gifted
Students for WebCT (Online) Deleted all the old readings from syllabus,
based on student feedback. Updated research and literature to the CLASSICS
and those published in 1996, 7and 1998. Identified video links and games
that correlate to each class topic.
1999 – 2003 Designed packets of DIFFERENTIATED activities for interns in
the undergraduate program. Curriculum related activities were designed to
accommodate teachers at kindergarten to twelfth grade levels. Activities
accommodate all curriculum areas on two topics. The first topic is
creative, fun activities that teach grade level basic skills in more than
one subject. The second topic is how to organize differentiated activities
to accommodate different learning styles. FOR INTERNSHIP PROGRAM.
1999 – 2000 Designed brochure inviting 54 school districts to enroll in
endorsement courses CUIN 6349 and CUIN 7352. Response resulted in 18 phone
calls of interest and one school district, Alvin I.S.D. interested in
working with the program on teacher gifted and talented endorsement, which
is part of a masters or doctoral degree.
1999 Worked with Chuan Hui Huang and Dr. P. Miller on the development of
seven courses in gifted education for presentation on the U. of H
Internet. They are CUIN 6349 Introduction to the Education of Gifted and
Talented Students; CUIN 6393 Practicum in Education of G & T students;
CUIN 6350 Problems in Education of G & T; CUIN 7352 Curriculum and
Management Systems for G & T; CUIN 7353 Evaluation of Programs for G & T;
CUIN 8354 Seminar in the Education of G &T Students; and CUIN 8355 Current
Issues in the Education of G & T. THE UNIVERSITY OF HOUSTON, COLLEGE OF
EDUCATION ADDRESS FOR THE ABOVE COURSES IS http://www.coe.uh.edu/~tmonaco.
Redesigned CUIN 6349 - Introduction to the Education of Gifted Students
for Instructional Television. Deleted all the old readings from syllabus
based on student feedback. Updated all readings to those published in 1996
and 1997.
With Dr. Paul Slocumb, re-designed CUIN 7352 - Curriculum and Management
Systems for Gifted Students for Instructional Television (ITV). Developed
the Syllabus and Contacted Speakers (Leaders in the field, administrators
and teachers) to address curriculum related weekly topics.
With Dr. Ned Moss, redesigned CUIN 7353 - Evaluation of Programs of Gifted
and Talented Students to meet the new guideline of an 8000 level course.
This prepares the program curriculum for our third course on ITV and
readiness by April 1999.
Back to top Instructional
material development
Developed a
theoretical basis for creative activities as a basis for
curriculum delivery with Pamela Johnson at the Gallina Park
Institute of Education (Winter, 2002). Outlined two articles;
one she will be the lead researcher and the second I will be the
lead researcherDeveloped a theoretical basis for creative activities as a basis for
curriculum delivery with Dr. Ming Fae Hui at the Hong Kong Institute of
Education (Winter, 1997). Outlined two articles; one she will be the lead
researcher and the second I will be the lead researcher. Spent 40 clock
hours working with her here during the University of Houston winter
break.
Developed a theoretical basis for creative activities as a basis for
curriculum delivery with Dr. Ming Fae Hui at the Hong Kong Institute of
Education (Winter, 1997). Outlined two articles; one she will be the lead
researcher and the second I will be the lead researcher. Spent 40 clock
hours working with her here during the University of Houston winter break.
Arranged a two-day experience for sixteen teachers and two professors from
Fayetteville, NC (state university) to NASA and to T.H. Rogers Elementary
School, the Honors College and as guests to come to an Interactive
Television Class on the topic of identifying gifted students.
Developed Research Bulletins
The following three volumes provide the readers with 18 studies of
classroom interaction, organization and management procedures as developed
by classroom teachers. The Student Research Bulletins were mailed to
superintendents and board members of selected local, regional, national,
and international school districts. Comment cards were returned:
Student Research Bulletin, Vol 1 No 1, 1976
Student Research Bulletin, Vol 2 No 1, 1977
Student Research Bulletin, Vol 3 No 1, 1978
Published Book Reviews
Monaco, T. & Safford, P. (1979) “Teaching Young Children with Special
Needs” St. Louis, C. V. Mosby Co. 1978, the book review appeared in Young
Children. Vol 5 No. 5, July 1979.
Monaco, T., Leopold L. & Goldberg, I. (1973) “Right to Education: Anatomy
of the Pennsylvania Case and its Implication for Exceptional Children”.
New York: Teacher Press, 1973 as published in Book Review, page 141.
Developed Instructional Materials
Assisted other faculty on a request basis, as their doctoral, master or
undergraduate students need information about gifted education. e.g Dr.
Faith Marshall’s undergraduate class in teacher education.
Designed packets of DIFFERENTIATED activities for interns in the
undergraduate program. Curriculum related activities are designed to
accommodate teachers at kindergarten to twelfth grade levels. Activities
accommodate all curriculum areas. ANNUAL REQUEST.
Worked with Chuan Hui Huang and Dr. P. Miller on the development of seven
courses in gifted education for presentation on the U of H Internet. They
are CUIN 6349 Introduction to the Education of Gifted and Talented
Students; CUIN 6393 Practicum in Education of G & T students; CUIN 6350
Problems in Education of G & T; CUIN 7352 Curriculum and Management
Systems for G & T; CUIN 7353 Evaluation of Programs for G & T; CUIN 8354
Seminar in the Education of G &T Students; and CUIN 8355 Current Issues in
the Education of G & T.
Redesigned CUIN 6349 - Introduction to the Education of Gifted Students
for Instructional Television. Deleted all the old readings from syllabus
based on student feedback. Updated all readings to those published in 1996
and 1997.
With Dr. Slocumb, designed CUIN 7352 for Instructional Television;
Developed the Syllabus and Contacted Speakers (Leaders in the field,
administrators and teachers) to address curriculum related topics
Redesigned CUIN 7353 - Evaluation of Programs of Gifted and Talented
Students. To meet the new guideline of an 8000 level course. This prepares
the syllabus for our first course on the Internet.... to be ready by April
1998.
Instructional Modules
Instructional modules were developed to meet the needs of pre-service
teachers in response to federal/state mandates that teachers have an
awareness of exceptionalities at both ends of the ability continuum.
Monaco, T., (1979 Fall). Public law 94-142, Instructional Module 11:
Professional teacher preparation program generic teaching competencies
component. 93-118.
Monaco, T., (1979 Fall). The least restrictive alternative and individual
education plan, Instructional Module 12: Professional teacher preparation
program generic teaching competencies. 119-154.
Monaco, T., (1979 Fall). Classroom Management: An Introduction,
Instructional Module 13: Professional teacher preparation program generic
teaching competencies. College of Education, 155-172.
Curriculum Guides
Curriculum guides were designed in collaboration with school district
personnel. As schools became responsive to the needs of students of
exceptional abilities, they contacted the University for help. Thus the
acronym, H. E. L. P. (Helping Exceptional Learners Progress). In all cases
the processes were/are to: 1) do needs assessment, 2) study existing
research on effective teaching practices, 3) identify exemplary programs,
4) develop an evaluation plan, 5) design districts
identification/curriculum/evaluation processes, 6) provide for periodic
revision and 7) present program to the school board with the district
leadership in gifted education. The following curriculum guides as
developed by the teachers and approved by the school board were published
with-in each school district for local and regional dissemination.
Monaco, T. et al., (1986). Curriculum guide for gifted students The WINGS
program. Humble Independent School District.
Monaco, T., et al. (1985). Curriculum for Secondary Students. ENCOUNTERS
program, Galena Park Independent School Districts, Houston, TX.
Monaco, T., et al. (1985). Gifted education: The tab/mentor high school.
Galena Park Independent School Districts, Houston, TX.
Monaco, T., et al. (1985). Curriculum guide for middle school Students,
Pines Educational Consortium (2nd Ed.). Houston, TX.
Monaco, T. et al. al. (1984). Gifted education: The tab/mentor high
school. Slilsbee Independent School District, Houston, TX.
Monaco, T. et al. (1984). Curriculum guide for gifted students in the
regular grades. Angleton Independent School District, Houston, TX.
Monaco, T. et al (1983). Gifted education: The Encounters elementary
program. Houston: Galena Park Independent School District, Houston, TX.
Monaco, T. et al (1982). Gifted education: The CELS Program…Policies on
Admission, Programs and Evaluation processes…as approved by the Silbsbee
Independent School District Board of Directors.
Monaco, T. et al (1982). Curriculum guide based on Bloom’s Taxonomy for
Gifted Students in the Regular Grades. Houston: Humble ISD.
Monaco, T. et al (1982). Gifted Education: SILSBEE INDEPENDENT
SCHOOLS…Policies and Education Processes. Houston: Silsbee ISD.
Monaco, T. et al (1981). Gifted Education: Humble Independent School
District…Policies and Education Processes, The WINGS program. Houston:
Humble ISD.
Monaco, T. et al (1980). Curriculum: A Teaching Guide for Handicapped/
(Exceptional) Students. Houston: Cypress Fairbanks ISD.
Monaco, T. et al (1979). Prevocational Handbook, Houston: Aldine I.S.D.,
1979.
Monaco, T. et al (1973). Rev. 1975. A Competency Based Instruction Program
for the Trainable Mentally Retarded, Houston: Region IV Service Center.
Monaco, T. et al (1976). Simulations. Houston: University of Houston
Bookstore. (A compilation of activities designed to facilitate the
education of the handicap learner in the regular grades)
Monaco, T., H. A. & Smith, J. (1966). The Training for Hard-Core
Unemployed Youth. St. Louis University; 40 pages.
Workshops
Workshops for teachers to learn specific
skills that help them identify gifted students in accordance with district
philosophy, develop the differentiated curriculum for their students and
to evaluate the effectiveness of their programs are an on going process.
Monaco, T. (1998, March) In-service for teachers. International Overseas
Schools in Sri Lanka (with Daily Walker and Caroline Jackson).
Monaco, T. (1985, December - January). In-service for teachers at the
Pines. A series of sessions developed on needs of the gifted students,
Houston, TX.
Monaco, T. (1985). Program/Center development activities for the gifted &
talented; Workshop participant at 23rd annual Convention. National
Association for Gifted Children, Denver, CO
Monaco, T. (1984, February). Parenting the gifted student. Silsbee
Independent School District Parent-Teacher Association, Houston, TX.
Monaco, T. (1984, February, April, May). Arranged for three
demonstrations/presentations in the Kiva for teachers/administrators
during the Spring 1984 session. Featured were: (1) Dr. Cliff Gilley Humble
I.S.D. (2) Dr. Theo Poole with Research strategies for teachers, and (3)
Rebecca James with Creative writing strategies. Houston, TX.
The
areas of instruction detailed in this section include:
-
the
development of teaching specific courses as well as the total curriculum
for the program majors.
-
graduate advisement /instruction,
-
teacher
rating system,
-
teaching evaluation and
-
other area of
instructional performance
Enrollments and rating summaries of students by category and year:
|
Fall 1998 |
Course/Section |
Enrollment |
Scale 1 |
Scale 2 |
Scale 3 |
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Back
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.
Development of Teaching
The major emphasis is the development of specific course is divided into
three areas of foci: The first focus is the curriculum to be taught; the
second is the instructional strategies employed to deliver each course,
and the third is the local, regional and national activities designed to
insure institutionalization of program placement at this University. The
curriculum content for teachers is based upon the research that has
established that teachers need to know 1) what are the characteristics
of gifted students, 2) how to identify students as gifted, 3) what to
teach these students, 4) what teaching/learning strategies are
appropriate for gifted students, 5) how to evaluate the students'
products and program effectiveness.
The instructional strategies modeled in each course are based on
researched characteristics of gifted students. For example, gifted
students tend to be inquisitive, self-motivated and sensitive. Teachers
of teachers as well as teachers of students incorporate this knowledge
in their curriculum delivery strategies.
Presentations were delivered at the United States Office of Education
division of gifted and talented in Washington D.C., at the Texas
Education Agency in Austin, Texas as well as at national regional and
local professional conferences for gifted & talented.
The total Gifted Education program is currently offered on this campus
as well as the West Houston and North Houston Institutes. Six hours of
the major and emphases courses are offered in the Fall Semester at West
Houston and six hours are offered in the Spring Semester at the North
Houston Institute. Six hours are also offered via instructional
television. The summer is reserved for special needs of school
districts, internship/practicum experience and exploring the
international world.
Course and Curriculum Development
The process of course development, updating research and delivering
instruction is an ongoing process in each course.
Updated research content for each course in the program is a
characteristic of the program. The courses are CUIN 6349, 6350, 7352,
7353 and 7354 as well as the practicum (CUIN 6393) and internship (CUIN
7352). Identification curricular practices and evaluation processes are
the substantive materials updated each semester. This research process
as applied to programs for gifted and talented students is critical to a
research responsive teaching process. Selected appropriate articles for
reproduction are processed by KINKO'S (packets for students)
Academic courses like workshop, special projects or internship courses
are often restructured to meet special needs. For example, CUIN 6323, a
workshop course for the school districts upon request for specific
semesters is often restructured to meet the catalog description needs of
teachers from Houston I.S.D., Spring Branch I.S.D., Humble I.S.D.,
Angleton I.S.D., Silsbee I.S.D. and other private/parochial schools in
the greater Houston area.
Graduate
Advisement/Instruction
The emphasis in graduate instruction is on the preparation of graduates
to achieve career goals is the field of gifted education. Graduates, to
date, are employed in other states and other countries such as Canada
and all across the United States.
At the masters degree level with a major in gifted education, graduates
are prepared to teach kindergarten through twelfth grade in
public/private schools. The masters program is designed to develop
awareness, knowledge and competence in procedures for identifying gifted
students, curriculum development and delivery strategies as well as
methods for evaluating student products and determining program
effectiveness.
The doctoral program with an emphasis in gifted education, prepares
graduates for leadership positions in public/private education and in
the business world. Graduates are currently employed in universities,
colleges, state education agencies and region service centers. Their
roles include professors, instructors, administrators and supervisors in
higher education and the business world. They are also employed as
coordinators for gifted programs, administrators for school districts
and consultants.
Upon admission, as advisor the applicant and I identify career goals and
plan a degree program to meet the identified career goals. Courses
selected help develop an inquisitive attitude toward research in gifted
education. The culminating activity...the dissertation is designed to
check the programs effectiveness to conceptualize and carry out a
specific research question. The candidate is expected to add to the body
of knowledge in this field as well as achieve credentials for entry into
their chosen profession.
In order to facilitate the advisement process students and others
interested in the major at the Masters Degree Level and an emphasis at
the Doctorate Level the following services are provided:
• 24 hour a day telephone access with a beeper call (713) 743-4963.
• 15 hours a week (minimum) in career clarification as part of
advisement/degree plans and dissertation planning.
• Preliminary advisement at various times and places depending on
teachers' schedule...North Houston/West Houston Institutes.
• Developing strength profiles/examinations.
• Support graduate students in writing/research design/ statistical
analysis.
Assist other faculty on a request basis, as their doctoral, master or
undergraduate students need information about gifted education.
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top |
