EB 241 Office hours: MW 4:00 - 5:00 pm; / By appointmentPhone: x7830; email: [email protected] 595.010/552Introduction to Gifted Education (EJ Caropreso)COURSE SYLLABUS: Summer I 2008EB 241 Office hours: MW 4:00 - 5:00 pm; / By appointmentPhone: x7830; email: [email protected] DescriptionEDN 595/552 has been designed as one semester introduction to and overview of the field of gifted education. Topics include: theoretical and historical contexts; characteristics of gifted learners; influences on gifted learners (family, community,culture, etc.); identification of gifted, talented and creative learners; instructional models and practices; legislation and policy guidelines; and current issues in the field. This course will has been designed as a “hybrid” course involving both faceto face (f2f) and online instructional activities, including: lecture, small & large group discussion, student presentations, expert presentations, and various types of “observations” of gifted learners and learning environments. Please see the following links: Blackboard (see “Special Topics” at bottom of page: http://ncvista.blackboard.com/webct/urw/lc533333.tp0/cobaltMainFrame.dowebct); course web page (http://people.uncw.edu/caropresoe/GiftedIntro/index.htm). Relation to WSE Conceptual FrameworkEDN 595/552 reflects key components of the Watson School of Education’s ConceptualFramework related to significant aspects of professional development. Your introduction to the foundational knowledge related gifted learners and appropriate educational practices and polices will support your developing competence as an education professional, especially related to informed decision-making, effective communication, and reflective professional practice, and help prepare you for leadership positions in professional education. In addition to the Watson School of Education Conceptual Framework, the standards for Academically and Intellectually Gifted (AIG) programs established by the North Carolina Department of Public Instruction (http://www.ncpublicschools.org/ec/development/gifted/), the National Associationfor Gifted Children (NAGC; http://www.nagc.org/) and the Council for Exceptional Children (CEC; http://www.cec.sped.org/am/template.cfm?section=Home), served as references for developing the curriculum and selecting instructional approaches in this course. Purposes of CourseThe primary purpose of EDN 595/552 is the development of a sound knowledge base for teachers of gifted learners and future leaders of gifted and talented programs. Establishing foundational knowledge and attitudes about the gifted learner will provide the basis for subsequent acquisition of skills essential for effective teaching and leadership in program development and implementation. Caropreso / Introduction to Gifted / 1This course will contribute to the development of critical decision-making competencies and an awareness of the factors that affect the interventions and outcomes for gifted learners. Required Course TextClark, B. (2008). Growing up gifted: Developing the potential of children at home and school (7th ed.). Upper Saddle River, NJ: Pearson Education. General ObjectivesKNOWLEDGE: (The student will be able to. . .)1. state & explain theoretical & operational definitions of the term “gifted”2. identify historical trends in the study & development of gifted education3. describe cognitive, social & emotional characteristics of gifted learners 4. understand developmental & associated behavioral changes of gifted, talented, & creative learners at different developmental levels5. state & explain a rationale for providing appropriate educational services for gifted learners6. understand assessment, identification, & programming issues related to gifted learners across diverse groups (including “at-risk” gifted learners)7. identify appropriate instructional approaches used in adapting instructionfor gifted learners 8. describe major program models in gifted education9. identify relevant local, state & national policies related to gifted education10. understand current (& continuing) issues that impact gifted education SKILLS: (The student will be able to. . .)1. critique strategies used for identification of gifted learners2. evaluate appropriateness of AIG identification practices & strategies3. apply theoretical &/or empirical evidence about the nature of giftedness for making recommendations on appropriate educational interventions for gifted learners (to teachers; school administrators; parents; etc.)DISPOSITIONS: (The student will be able to. . .)1. value professional development to enhance knowledge & competence as an educator of the gifted2. value professional collaboration for promoting optimal outcomes in the education of gifted children and youth3. value developing effective relationships between school/personnel & family/community to enhance the effectiveness of outcomes for gifted learnersCourse TopicsEDN 595/552 has been designed as a hybrid course, involvoing both f2f and online activities with web-enhancements to facilitate discussions of readings and course topics. The main topics of this course are: Definitions & historical perspectives: context & rationale for practice;  Characteristics & needs of gifted & talented learners;  Creativity;  Social-emotional & intellectual development; Caropreso / Introduction to Gifted / 2 Different populations of gifted learners (culturally & economically diverse; underachievers; disabled);  Identification & assessment;  Impact of culture, family, community and school on gifted learners;  Overview of instructional strategies and curriculum models;  Legislation, policies/policy development & guidelines;  Current issues in the field.Course RequirementsAttendance: Student participation is essential to learning; therefore, attendance will be regularly monitored. a) > 90% (aprx.) is the required minimum attendance before points are deducted from final course scores (eg, 8 of 9 classes, including the final conference date). b) Ten (10) points will be deducted for each class absence < 90% (except for those with appropriate and authentic documentation, ie, medical and/or professional excuses). c) Blackboard/online interaction is included in the overall assessment of participation and attendance. Class Preparation and Participation: EDN 595/552 may be unlike any you’ve had before (or may