Master of Education: Teaching-Gifted Education

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course serves as a solid basis for the topics and activities that will be presented in each student's program of study. The significance of the structures, theories, philosophies, various pedagogical approaches, basic research designs, and educational paradigms necessary in order to develop a productive educational climate will be presented, and the effect of these on enhancing the social, emotional, physical, and psychological aspects of K-12 students will be carefully considered. Effective use of technology as a tool in educational situations will be emphasized. Students will discuss preliminary plans for on-site K-12 activities that are required later in the program, and will submit a written plan that describes their specific career interests, strategies to meet goals, and evaluative measures for these goals, including an outline for the final project to be submitted at the end of the degree program. (No Prerequisite; this is required as the FIRST COURSE in the program but may be taken concurrently with another course.)

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines issues relating to the skills that promote equal learning opportunities in the classroom, including effective approaches to working with colleagues, staff, parents, and students who are culturally, ethnically and socio- economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity, as well as human exceptionality. The use of technology as an aid to effective communication will be presented. Laws and issues that have a bearing on curriculum and instruction for exceptional students will be examined. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educator must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. (Prerequisite: EDUC503 The Professional Educator; this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course focuses on the methods, tools, and devices used in research in education, as well as the development of skills, insights, and understandings basic to performing research. The course presents vocabulary, principles, definitions and methods of educational research that allows students to understand the logic of conducting educational research, plan a research study and how to formally conduct and report research findings. Students will also learn to interpret, critique, and study the application of research findings of others in educational settings. In addition, while students will explore several research methods and be able to design a research proposal that could be implemented in their administrative/teaching/counseling environment.

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education. It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Students will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Students will discover how technology can be an engaging and effective tool in the classroom. Students will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines a framework to address the emerging issues and trends in administration and supervision that have the potential to significantly influence the future direction of education. It describes how the educational leader can address emerging issues and trends, build the necessary leadership competence to respond to these issues and trends, and develop into a more accountable leader who can deal effectively with the need for school reform. Time will be spent studying the effects of media on student learning, taking into account that the K-12 students of the 21st Century are “digital learners” whose learning styles are likely to be quite different from those of K-12 teachers. Research, study, discussion, and writing assignments will enable students in this course to systematically analyze various issues and trends such as accountability, privatization, national standards, voucher plans, organizational change, the diverse school community, community resources and partnerships, marketing strategies and process, and other topics. (Prerequisite: EDUC503 The Professional Educator; this course may be taken concurrently).

This core course provides a basic understanding of the characteristics and needs of gifted and talented children. Emphasis is placed upon current issues in the study of gifted and talented students and the programs designed to meet their needs.

The course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately

Course participants will develop instructional strategies and leadership skills needed to support the identification and teaching of gifted students. Examination of assessment options, gifted services, and student creativity will help inform instructional practices suitable for today’s challenging classroom environment. Case studies will serve as a launching point and teachers will be given the opportunity to collaborate and explore beliefs, best practices, challenges, current research, and ways to apply these to their own teaching practice.

Course participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Course participants should develop an understanding of both theoretical and practical implications of the methods and strategies and learn how appropriate instructional approaches can contribute to developing learning environments that promote academic challenge and learner independence.

Course participants will examine rationales for differentiating instruction to meet the needs of gifted learners. They will investigate and apply strategies for differentiating the content, process, products, and learning environment in response to varying learner readiness, interests, and learning profiles. In addition, the instructional and leadership skills needed to support and encourage differentiation in today’s schools will be explored. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line collaboration regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Course participants will develop an understanding of the unique socio-emotional needs of gifted students and the instructional implications of this framework. Participants will explore characteristics of the gifted, developmental traits, vulnerabilities, and subsequent guidance and counseling needs, such as grade acceleration. Participants will apply current research on best practices for working with this unique group to their own teaching situation and explore ways to share this information with their colleagues

This course will focus on traditionally underserved learners who possess unique characteristics and needs. Participants will explore issues related to the identification and development of appropriate educational services for gifted learners. Educators will analyze and apply research on best practices for differentiating instructional content, processes, and products. Participants will reflect on beliefs and challenges involved in meeting the needs of students with advanced learning capabilities while providing the effective implementation of gifted and talented education curriculum

Accomplished teachers have a rich understanding of the subject(s) they teach and the associated content area pedagogical practices. In this course students will assess their teaching practice in the context of previous coursework, observational experiences, and student teaching. They will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Students will also engage in discourse related to emerging social and philosophical issues in teaching to prepare them to be informed practitioners. This course will focus on action research in a classroom situation. Its purpose is to inform students with respect to ongoing pedagogical practices.