STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus
as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books
or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If
you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is
proprietary material of APUS.
Education
EDUC605
Foundations of Education for the Academically and Intellectually Gifted
Credit Hours = 3
Length of Course = 8 weeks
Prerequisite: EDUC503 (May be taken concurrently)
Classroom Observation is required in this course. Up to 10 hours will be devoted to observation-related activities
in an APUS approved site school. NOTE: Observations are not mandatory. If observation is not feasible for the student,
students may register at learner.org and may view 30 minute video segments instead of 1 hour of observation. Write a
summary of what you observed and reflect on what you learned about teaching and learning from the video segment. This
would mean watching 10 video segments on learner.org instead of 10 hours in the classroom. The videos are made in actual
classrooms.
Instructor Information
APUS Faculty
Course Description (Catalog)
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.
Course Scope
This course focuses on establishing a basic foundation for teachers who work with students who are gifted: academically
and intellectually. EDUC605 is designed in accordance with the National Association of Gifted Children standards and will
establish theory, philosophy, legislation, theory and trends in Gifted Education. Ultimately, students will critically assess
such philosophies, practices, and theory and apply and evaluate their effectiveness and impact in today’s classroom.
In addition to assignments, course readings, and discussion, this course requires a minimum of 10 (ten) hours of
classroom observations and/or participatory activities.
Course Objectives
After successfully completing this course, you will be able to:
1.
Identify historical foundations of gifted education, and examine historical influence on current practices. (NAGC
Standard 1: K1)
2.
Identify various gifted education philosophies and explain their impact upon gifted education. (NAGC Standard 1:
K2)
3.
Compare and contrast various gifted education philosophies, and evaluate their respective merits. (NAGC
Standard 1: K2)
4.
Analyze a variety of gifted intelligence theories, and critically assess their effectiveness. (NAGC Standard 1: K2)
5.
Examine one gifted education theory in depth and support its relevance in gifted education. (NAGC Standard 1: K2)
6.
Assess a gifted education program’s philosophy and practices and formulate recommendations to improve
curriculum. (NAGC Standard 1: K2)
7.
Describe historical and current legislation concerning gifted education (NAGC Standard 1: K3)
8.
Evaluate how current legislation impacts gifted education programs and recommend modifications. (NAGC
Standard 1: K3)
9.
Analyze issues in identification and definition for the gifted and talented. (NAGC Standard 1: K4)
10.
11.
12.
Describe social, cultural, and prevailing attitudes concerning gifted education. ((NAGC Standard 1: K6)
Identify key trends and practices in gifted education and judge their impact upon gifted students in the classroom
((NAGC Standard 1: K7)
Evaluate current curriculum models and determine effectiveness for gifted education. (NAGC Standard 1: K7)
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a flexible manner,
completely online. Course materials and access to an online learning management system will be made available to each
student. Online assignments are due by Sunday evening of the week as noted and include Forum questions
(accomplished in groups through a threaded Forum), examination, and individual assignments (submitted for review by
the Faculty Member). Assigned faculty will support the students throughout this eight-week course.
Course Materials
Required Course Textbooks:
Davis, G. and Rimm, S. (2004). Education of the Gifted and Talented: Fifth Edition. Boston, MA: Pearson.
ISBN-10: 0-205-38850-7
ISBN-13: 9780205388509
Additional Course Materials:
Case Studies of Gifted Kindergarten Children Part II: The Parents and Teachers
Naomi Sankar-DeLeeuw. Roeper Review. Bloomfield Hills: Winter 2007. Vol. 29, Iss. 2; p. 93 (7 pages) ProQuest
Also available at:
http://www.thefreelibrary.com/Case+studies+of+gifted+kindergarten+children+Part+II%3a+the+parents+and+...a0157195626
A Case Study on the Local Organization of Two Mathematically Gifted Seventh-Grade Students.Preview (cover story)
By: Yim, Jaehoon; Chong, Yeong Ok; Song, Sang Hun; Kwon, Seokil. Journal for the Education of the Gifted,
Winter2008, Vol. 32 Issue 2, p211-229, 19p, 1 chart, 2 diagrams; (AN 35989362) EBSCO; EDUCATION COMPLETE
Websites:
In addition to the required course texts the following public domain Websites are useful. Please abide by the university’s
academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change.
Site Name
National Association for Gifted Children (NAGC)
Website URL/Address
http://www.nagc.org/
The National Research Center on the Gifted and
Talented
Center for Talent Development: Annotated
Bibliography
Mensa International
National Curriculum
United Kingdom
U.S. Department of Education
National Center for Education Statistics
National Education Association (NEA)
Educational Statistics page
http://www.gifted.uconn.edu/nrcgt/nrconlin.html.
No Child Left Behind (NCLB)
U.S. Department of Education (DOE)
http://www.ed.gov/nclb/landing.jhtml
http://www.ctd.northwestern.edu/resources/bibliography
www.mensa.org
http://curriculum.qca.org.uk/
http://nces.ed.gov/
http://www.nea.org/edstats/
Evaluation Procedures
Homework Assignments (9% Total Grade)
Points: 90
Due Date: Weekly
Homework assignments will provide essential practice for the skills you will be learning in this course. It is imperative that
you keep up with your reading, and use the assignments to assist you in gaining knowledge of procedures and programs
for gifted education in your area.
Model Paper (34% Total Grade)
Points: 340
Due Date: Due Week 8, Sunday, Midnight
Students will examine one gifted education philosophy in depth (acceleration, enrichment, or grouping), use current
research to support claims, and evaluate the theory’s application in the classroom. For the application portion, students
should adapt and apply the theory to whatever concentration and grade level he or she intends to pursue. For example, if
the student intends to teach 12th grade English, he or she should discuss theory and its applications appropriate to said
content and age-level. Be sure to address and incorporate state standards for grade level and discipline within the paper.
Papers must include (but are not limited to) the following:
1. Introduction
2. Overview of philosophy
3. Detailed explanation of how philosophy works (with research)
4. Positive attributes of philosophy
5. Concerns/limitations of philosophy
6. Practical applications of philosophy in the classroom
7. Conclusion/closing remarks
Parameters include:
• Paper length: 8-12 pages
• 12 pt. Times New Roman Font
• Double spacing
•
•
•
APA formatting
Resources: minimum of 5 scholarly journals
Resources: 2 journals MUST have scientific data
Classroom Observation Papers (34% Total Grade)
Evaluation paper #1:
Points: 170
Due Date: Due Week 4, Sunday, Midnight
Evaluation paper #2:
Points: 170
Due Date: Due Week 6, Sunday, Midnight
For your required observation, you will write two papers reporting and evaluating your observations. These observations
will provide you with an opportunity to see philosophy and theory in action. Take notes of all that you see, interview
instructors, counselors and administrators, and collect materials that support your observations.
Observation paper#1: Identification and current practices (17% total grade). Min. 5 pages.
In this paper, you will address and answer the following questions:
• How are students identified as gifted and talented in your school division?
• What practices are in place to accommodate gifted students’ needs?
Include any supporting documents and materials you receive from guidance or your cooperating instructor.
Observation paper #2: Evaluation of theory, philosophy, and practice (17% total grade). Min. 5 pages.
In this paper, you will build upon your previous effort, and make a formal evaluation of your observations.
You will answer the following questions:
• What theories, practices, and philosophies are in place in your observation school?
• What recommendations would you make to modify the curriculum to better serve the needs of gifted students?
Include any supporting documents and materials you receive from guidance or your cooperating instructor.
Guidelines:
Evaluations should be typed, double-spaced, in Times New Roman 12 pt font with APA citation. Evaluations should
include materials (i.e. copies of lesson plans, guidelines) obtained from observations.
Alternate Assessment:
Although you should have completed EDUC503 and have located an appropriate site school, in the event you do not have
a school with a gifted education program, you must notify your professor immediately. The following evaluation papers
may be used as alternative assessment. The same standards (i.e. page length) apply.
Alternate Evaluation #1: How should students be identified as gifted and talented in your school division? Please seek the
input of your cooperating teacher/counselor.
Alternate Evaluation #2: What philosophy and theory would be most effective in this school for gifted students? Seek the
input of counselors and instructors. What practices would be most suitable for gifted education in the school?
Forum Assignment (23% Total Grade)
Due Date: Initial posting by Wednesday, midnight EST and responses to postings by Sunday, midnight EST
First Bio/Introductory forum must be posted by the Sunday of the first week of classes.
Biography Post (to Forum)
This assignment is essential for establishing our online class community. You will need to post it by the end of the first week of class. Engagement
is necessary in all weeks of class through the final week. See the first announcement for additional information on this assignment.
There will also be questions to answer in the Bio/Introductory forum posting that is mandatory for the first week. It is recommended that
references be given at the end of initial response posts after this first forum.
You will write a 250-word biography that introduces you to your classmates and to me.
Please include your location, current career, and hobbies.
Also provide a background on your former education/degrees/certifications.
Define your professional goals and expectations for this course.
If you have any gifted education experiences, please include them.
This post will be verified by an automated computer run including a word count.
Forum Participation
Interaction between learners is a critical part of any course. Being connected to and within the classroom community allows us to motivate and
support each other. Interaction, such as engaging in friendly discourse, sharing relevant experiences, and establishing collegial connections, are all
integral parts of the online learning process and set the stage for student success.
The DB allows students to self-reflect on topics, perform critical thinking, and discuss how theory can be put into practice. Topics and questions
will be posted to the DB each week and you and your classmates will be asked to respond to the postings. Your first, initial, response to the
posting is intended to provide you with an opportunity to practice the skills discussed above as well as provide an opportunity to synthesize and
analyze the topic at hand. The second requirement of the DB assignment is for you to respond to at least two of your classmates’ postings. These
responses should be thoughtful and meaningful. It is very important to practice good Netiquette while in the DB, and any time on line. Please be
respectful and, if you disagree with what has been posted, discuss the issue civilly, intelligently, and politely. Review of this Netiquette link will
be of assistance in your posts: http://www.albion.com/netiquette/corerules.html
Your postings will be reviewed for critical thinking and thoughtful questioning. You are expected to cite references (APA format) to support your
responses.
Classes will typically begin with a question I have posed the previous week. We should work to achieve conversational exchanges with each other
through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.
Forum (DB) comprises a significant portion of your EDUC605 experience. Questions or instructions will be posted weekly
on the Forum. There will be MULTIPLE DB assignments per week. Each DB assignment will consist of two components:
First, the students will develop and post a response to the questions or instructions due no later than Wednesday,
midnight EST Second, Students will also develop a response to two other student responses due no later than Sunday,
midnight EST These responses will simulate an analytical graduate-level discussion within a classroom. In order to
receive full credit, comments must be thoughtful, detailed and articulate. They should be objective, and reflect course
reading and current experiences.
Forum Guidelines:
A discussion response should be a minimum of 3 paragraphs and reference the text or journal (with proper citations)
when appropriate.
A student response (a response to another student’s posting) should be a minimum of 2 paragraphs. Citing and
referencing reading materials is helpful.
When referencing reading, be sure to cite sources at the bottom of the post.
APA Formatting
For your theory paper, evaluation papers, and other relevant assignments, you should use APA formatting. A great
resource for APA formatting questions is: http://apastyle.apa.org/.
Due Dates:
All papers, postings and assignments are due no later than 12:00am midnight U.S. Eastern time on the day due.
Grade Instruments
Homework Assignments
Project
Case Study
Forum Participation
TOTAL
% of Final Grade
20%
35%
15%
30%
100%
Prior to each class I will post Announcements and a Focus to assist you in your weekly coursework. As with all graduate
study, complete reading prior to class time, so your contributions will be meaningful, thoughtful and articulate. Students
must enact higher order thinking (i.e. Bloom’s taxonomy) in order to enhance imagination, discussion, and exploration.
8- Week Course Outline
Week
Topic(s)
History of gifted
education
1
Current gifted
education
Definitions of
giftedness
Week
2
Week
Topic(s)
Legal Issues in
gifted education
Topic(s)
Learning Objective(s)
LO1: Identify historical foundations of gifted
education, and examine historical influence on
current practices. (NAGC Standard 1: K1)
LO10: Describe social, cultural, and prevailing
attitudes concerning gifted education. ((NAGC
Standard 1: K6)
Reading(s)
Davis: Chapters 1 & 2
Website: National Excellence: A
Case For Developing America’s
Talent:
http://bit.ly/Rjb5S
LO7: Describe historical and current legislation
concerning gifted education. (NAGC Standard
1: K3)
LO8: Evaluate how current legislation impacts
gifted education programs and recommend
modifications.
Learning Objective(s)
Assignment #1: Students will determine
how federal, state and local government
defined giftedness.
Assignment #2: Students will set up
observations.
LO4: Analyze a variety of gifted intelligence
theories, and critically assess their effectiveness.
(NAGC Standard 1: K2)
Learning Objective(s)
Assignment(s)
Reading(s)
Assignment(s)
Davis: Chapter 3
Journal: Federal Law Drains
Resources for the Gifted
Assignment #3: State Legislation
Assignment #4: Local programs
Journal: Study: Low, High Fliers
Gain Less Under NCLB
Reading(s)
Assignment(s)
Davis: Chapter 4
3
Identification
LO9: Analyze issues in identification and
definition for the gifted and talented. (NAGC
Standard 1: K4)
Journal: Assumptions Underlying
the Identification of Gifted and
Assignment #5: Determine local district’s
Talented Students
identification process
Journal: Breaking Through
Assumptions About Low-Income
Week
4
Week
Topic(s)
Philosophical
models:
Acceleration,
Enrichment and
Grouping
Topic(s)
Learning Objective(s)
LO2: Identify various gifted education
philosophies and explain their impact upon
gifted education. (NAGC Standard 1: K2)
LO3: Compare and contrast various gifted
education philosophies, and evaluate their
respective merits. (NAGC Standard 1: K2)
Learning Objective(s)
LO2: Identify various gifted education
philosophies and explain their impact upon
gifted education. (NAGC Standard 1: K2)
5
Curriculum
Models &
Leadership
Education
LO3: Compare and contrast various gifted
education philosophies, and evaluate their
respective merits. (NAGC Standard 1: K2)
LO11: Identify key trends and practices in gifted
education and judge their impact upon gifted
students in the classroom ((NAGC Standard 1:
K7)
Reading(s)
Assignment(s)
Davis: Chapter 5 & 6
Journal: Socioeffective Impact of
Classroom Observation paper #1 due.
Acceleration and Ability Grouping
Journal: Enrichment Curriculum
Reading(s)
Assignment(s)
Davis: Chapters: 7 & 8
Assignment #6: Journal Critique
Journal: Toward Best Practice
Assignment #7: Leadership training and
affective growth
Week
Topic(s)
Learning Objective(s)
LO12: Evaluate current curriculum
models and determine effectiveness
for gifted education. (NAGC
Standard 1: K7)
6
Week
Program evaluation
Topic(s)
Unique Populations:
Not all TAG students
are alike
7
What are some
issues for different
population of TAG?
What are some
techniques to address
those issues???
Week
Topic(s)
8
Which theoretical
model do you think
is most appropriate
for gifted education?
Reading(s)
Davis: Chapter 18
Assignment(s)
Classroom Observation #2 paper due.
Journal: Content Analysis of
Evaluation Findings
LO6: Assess a gifted education
program’s philosophy and practices
and formulate recommendations to
improve curriculum. (NAGC
Standard 1: K2)
Learning Objective(s)
LO9: Analyze issues in identification
and definition for the gifted and
talented. (NAGC Standard 1: K4)
LO10: Describe social, cultural, and
prevailing attitudes concerning gifted
education. ((NAGC Standard 1: K6)
Learning Objective(s)
Reading(s)
Davis: Chapters 12, 14, 15
Journal: A National View of
Promising Programs
Reading(s)
Assignment(s)
Assignment #8: Gifted Females
Assignment #9: Combating
underachievement
Assignment(s)
LO5: Examine one gifted education
Davis: Chapter 11
philosophy in depth and support its
Theory paper due.
relevance in gifted education. (NAGC Journal: The Talent Search Model
Standard 1: K2)
Journal: Leadership for the Future
Selected Bibliography/E-Bibliography
E-Bibliography EDU 605 Foundations in Gifted Education
January 2009
Updated August 2009
Susan Gilroy, Lead Librarian, email: ecm@apus.edu
A. Deep Web—Licensed Materials
•
Journal Titles & Databases Available
Databases
o EBSCO: EDUCATION COMPLETE; ACADEMIC SEARCH;SPORTDISCUS
o PROQUEST: ABI-INFORM;RESEARCH LIBRARY
o LexisNexis
o PsycARTICLES
Journals (Conduct a Journal Title Search in the Online Library to locate.)
o Gifted child today (Academic Research Complete)
o Gifted child quarterly (ProQuest Research Library)
o Gifted child today magazine (Education Research Complete)
o High ability studies (Academic Search Premier)
o International journal of whole schooling (DOAJ Directory of Open Access Journals)
o Journal for the education of the gifted (Education Research Complete)
o Journal of asynchronous learning networks JALN (Education Research Complete) from 2007present
o Journal of advanced academics (Academic Search Premier)
o Child study journal (Academic Search Premier)
o Journal of Latinos and education (Academic Search Premier)
o Journal of secondary gifted education (Academic Search Premier)
o Multicultural education (ProQuest Research Library)
o Research in rural education (Directory of Open Access Journals)
o Teaching exceptional children (Academic Search Premier)
o Teaching exceptional children plus (Education Research Complete)
o Educational assessment. (Academic Search Premier)
o Journal of educational measurement (Education Research Complete)
o Technology, instruction, cognition, and learning (Education Research Complete)
•
Online Catalog (or, titles available electronically)
E-books
o A different kind of boy [electronic resource] : a father's memoir about raising a gifted child
with autism / Daniel Mont. ; Mont, Daniel. ; London : ; Jessica Kingsley, ; 2002. ;
http://site.ebrary.com/lib/apus/Doc?id=10035688
o Creative maths activities for able students [electronic resource] : ideas for working with
children aged 11 to 14 / Anne Price. ; Price, Anne. ; Thousand Oaks, Calif. ; London : ; Paul
Chapman, ; 2006. ; http://site.ebrary.com/lib/apus/Doc?id=10218277
o Diversity in gifted education [electronic resource] : international perspectives on global
issues / edited by Belle Wallace and Gillian Eriksson. ; London ; New York, NY : ; Routledge,
; 2006. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=151846
o Gifted children [electronic resource] : a guide for parents and professionals / edited by
Kate Distin. ; London ; Philadelphia : ; Jessica Kingsley Publishers, ; 2006. ;
http://site.ebrary.com/lib/apus/Doc?id=10156018
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Minority students in special and gifted education [electronic resource] / Committee on
Minority Representation in Special Education, Division of Behavioral and Social Sciences
and Education, National Research Council ; M. Suzanne Donovan and Christopher T.
Cross, editors. ; Washington, D.C. : ; National Academy Press, ; c2002. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=87060
Nurturing talent in high school [electronic resource] : life in the fast lane / Laurence J.
Coleman ; foreword by Joyce VanTassel-Baska. ; Coleman, Laurence J. ; New York : ;
Teachers College Press, ; c2005. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=158383
Teaching gifted and talented pupils in the primary school [electronic resource] : a practical
guide / Chris Smith. ; Smith, Chris. ; Thousand Oaks, CA : ; PCP / SAGE Publications, ; 2005. ;
http://site.ebrary.com/lib/apus/Doc?id=10218105
Beyond knowledge [electronic resource] : extracognitive aspects of developing high
ability / edited by Larisa V. Shavinina, Michel Ferrari. ; Mahwah, N.J. : ; L. Erlbaum
Associates, ; 2004. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=109929
Careers for geniuses & other gifted types [electronic resource] / Jan Goldberg. ; Goldberg,
Jan. ; Chicago, IL : ; VGM Career Books, ; c2001. http://site.ebrary.com/lib/apus/Doc?id=5003833
Children don't come with an instruction manual [electronic resource] : a teacher's guide to
problems that affect learners / Wendy L. Moss. ; Moss, Wendy, Ph. D. ; New York : ; Teachers
College Press, ; c2004. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=158439
Creative maths activities for able students [electronic resource] : ideas for working with
children aged 11 to 14 / Anne Price. ; Price, Anne. ; Thousand Oaks, Calif. ; London : ; Paul
Chapman, ; 2006. http://site.ebrary.com/lib/apus/Doc?id=10218277
Different minds [electronic resource] : gifted children with AD/HD, Asperger syndrome,
and other learning deficits / Deirdre V. Lovecky. ; Lovecky, Deirdre V., 1945- ; London ;
Philadelphia : ; Jessica Kingsley Publishers, ; 2004. ;
http://site.ebrary.com/lib/apus/Doc?id=10082292
Gifted tongues [electronic resource] : high school debate and adolescent culture / Gary
Alan Fine. ; Fine, Gary Alan. ; Princeton, N.J.; Princeton University Press, ; c2001. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=81018
Raising gifted kids [electronic resource] : everything you need to know to help your
exceptional child thrive / Barbara Klein. ; Klein, Barbara Schave. ; New York : ; AMACOM,
American Management Association, ; c2007. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bo
okid=164976
Toyota talent [electronic resource] : developing your people the Toyota way / Jeffrey K.
Liker, David P. Meier. ; Liker, Jeffrey K. ; New York : ; McGraw-Hill, ; c2007. ;
http://site.ebrary.com/lib/apus/Doc?id=10196936
Journal articles
o Jumpstarting Jill: Strategies to Nurture Talented Girls in Your Science Classroom
Nancy N Heilbronner. Gifted Child Today. Waco: Winter 2009. Vol. 32, Iss. 1; p. 46 (9 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1623310341&sid=2&Fmt
=3&clientId=62546&RQT=309&VName=PQD
o Identifying Gifted Students: Educator Beliefs Regarding Various Policies, Processes, and
Procedures Stephen T Schroth, Jason A Helfer. Journal for the Education of the Gifted. Waco:
Winter 2008. Vol. 32, Iss. 2; p. 155
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Media: Laboratory/Simulation/Video Resources (Open and Deep Web)
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About.com www.learnoutloud.com
Wisconsin Online Learning Center http://www.wisc-online.com/ Registration if free. Average
cost $15.
You Tube http://youtube.com Search “gifted and education”
NATURE; the International Weekly Journal of Science. Search term “gifted”
NEOUCOM http://www.neoucom.edu/audience/faculty/ProfDev/development/TeachingTalks.html
videos and lesson; simulations
Discovery http://www.discoveryeducation.com/ (contains free resources but full access is fee
based. APUS does not subscribe to this service)
MIT World's video index http://mitworld.mit.edu/browse/topic/6
University of Washington Television
http://www.uwtv.org/programs/displayevent.aspx?rID=2200. Keyword search “gifted”; more
videos search “gifted and education
What is the Gifted and Talented Program? http://www.monkeysee.com/play/4233-what-is-thegifted-and-talented-program
Online Library Style Manuals
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http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1624442231&sid=4&Fmt
=6&clientId=62546&RQT=309&VName=PQD
Grouping the Gifted and Talented: Are Gifted Girls Most Likely to Suffer the Consequences?
Franzis Preckel, Matthias Brüll. Journal for the Education of the Gifted. Waco: Fall 2008. Vol. 32,
Iss. 1; p. 54 (34 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1574104481&sid=8&Fmt
=6&clientId=62546&RQT=309&VName=PQD
Inside and Outside Gifted Education Programming: Hidden Challenges for African American
Students Malik S Henfield, James L Moore III, Chris Wood. Exceptional Children. Reston:
Summer 2008. Vol. 74, Iss. 4; p. 433 (18 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1509275801&sid=13&Fm
t=6&clientId=62546&RQT=309&VName=PQD
Guide to Grammar and Writing: http://grammar.ccc.commnet.edu/grammar
Study Skills Self-Help Information: http://www.ucc.vt.edu/stdysk/stdyhlp.html
Online Library (click) Tutorial and Student Studies Center (click) GENERAL STUDY SKILLS
Copyright. http://www.copyright.cornell.edu/public_domain/
Purdue's Online Writing Lab (OWL): http://owl.english.purdue.edu/owl/ . (only covers APA and
MLA styles; includes copyright information)
Textbooks (Licensed to Students—CMM adds)
EDUC605 – no ebook currently available for the assigned text:
o Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Boston: Pearson/A and
B.
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Specific Suggestions (Search the database that is given for the article)
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The impact of teachers' individualized practices on gifted students in rural, heterogeneous
classrooms.Preview By: Davalos, Ruth; Griffin, Glenda. Roeper Review, May/Jun99, Vol. 21
Issue 4, p308, 7p; (AN 2002312)
http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&A
N=2002312&site=ehost-live
Teaching gifted children: a summer institute for regular classroom teachers.Preview By: Johnson,
Alex B.; Vickers, Lelia. Education, Winter84, Vol. 105 Issue 2, p193, 8p; (AN 4725049)
http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&A
N=4725049&site=ehost-live
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Excellence in English cities: gifted and talented education and the national training programme for
'gifted and talented co-ordinators'. Preview By: Lowe, Hilary. Gifted Education International, 2003,
Vol. 17 Issue 2, p120-129, 10p; (AN 31444115)
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Assessing and Addressing Teachers' Attitudes Toward Information Technology in the Gifted
Classroom.Preview By: Shaunessy, Elizabeth. Gifted Child Today, Summer2005, Vol. 28 Issue 3,
p45-53, 9p, 1 bw; (AN 17653267)
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CASE STUDIES
o Case Studies of Gifted Kindergarten Children Part II: The Parents and Teachers
Naomi Sankar-DeLeeuw. Roeper Review. Bloomfield Hills: Winter 2007. Vol. 29, Iss. 2; p. 93 (7
pages)
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t=3&clientId=62546&RQT=309&VName=PQD
o We Can Identify and Serve ESOL GATE Students: A Case Study.Preview By: Reed, Catherine
Finlayson. Gifted Child Today, Spring2007, Vol. 30 Issue 2, p16-22, 7p, 1 chart, 5 color; (AN
27056062)
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o A Case Study on the Local Organization of Two Mathematically Gifted Seventh-Grade Students.
Preview (cover story) By: Yim, Jaehoon; Chong, Yeong Ok; Song, Sang Hun; Kwon, Seokil.
Journal for the Education of the Gifted, Winter2008, Vol. 32 Issue 2, p211-229, 19p, 1 chart, 2
diagrams; (AN 35989362)
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o Parental Influence on Children's Talent Development: A Case Study With Three Chinese
American Families.Preview By: Wu, Echo H.. Journal for the Education of the Gifted, Fall2008,
Vol. 32 Issue 1, p100-129, 30p; (AN 34410078)
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B. Open Web
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Trusted Web Sites
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The National Research Center on the Gifted and Talented. Developing the Talents and
Abilities of Linguistically Gifted Bilingual Students: Guidelines for Developing Curriculum
at the High School Level http://www.gifted.uconn.edu/nrcgt.html
The National Research Center on the Gifted and Talented
http://www.gifted.uconn.edu/nrcgt/nrconlin.html.
o Center for Talent Development: Annotated Bibliography
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http://www.ctd.northwestern.edu/resources/bibliography
Mensa International www.mensa.org
International High IQ Society. http://www.highiqsociety.org/
Census Bureau. http://www.census.gov/PressRelease/www/releases/archives/children/009412.html
The ICD-10 is available free online at http://www.who.int/classifications/icd/icdonlineversions/en
TeacherTube Group - Gifted Talented Students Education.
http://w.teachertube.com/groups_home.php?urlkey=e-PAIDEIA.eu
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Equity in Elementary Science Education: Meeting the Needs of Gifted Students
http://beyondpenguins.nsdl.org/issue/column.php?date=May2008&departmentid=professional&co
lumnid=professional!equity
Intute: Best of the Web.http://www.intute.ac.uk/socialsciences/cgibin/search.pl?term1=gifted&classnumber=120853&limit=0&gateway=%25&submit.x=7&submit.y=
11 Search both “special education” and “gifted”
Hoagies’ Gifted. http://www.hoagiesgifted.org/on-line_support.htm
Associations
o Australian Association for the Education of the Gifted and Talented (AAEGT)
http://www.aaegt.net.au/
o National Academy for Gifted and Talented Youth
The Expertise Centre provides access to NAGTY research. http://www.warwick.ac.uk/gifted
o National Association for Gifted Children (NAGC) http://www.nagc.org
o Council for Exceptional Children. http://www.cec.sped.org
o National Association for Special Educational Needs (NASEN) http://www.nasen.org.uk/
o The Rhode Island Advisory Committee On Gifted And Talented Education
http://www.ri.net/gifted_talented/rhode.html
o The Queensland Association for Gifted and Talented Children Inc http://www.qagtc.org.au/
o The Hollingworth Center for Highly Gifted Children. http://www.hollingworth.org/
o The National Research Center on the Gifted and Talented (NRC/GT)
http://www.gifted.uconn.edu/nrcgt.html
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Sample Syllabuses
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Discovery Education Lesson Plan Library:
http://school.discoveryeducation.com/lessonplans/?pID
Schools. www..edna.edu.au
http://www.edna.edu.au/edna/go/schooled/pid/227/cache/bypass?catpath=0,3830,4710,4783,479
1 Search “gifted and talented students”
Guidance on Teaching the Gifted and Talented http://www.qca.org.uk/qca_2346.aspx
Austega's Gifted Resource Centre http://www.austega.com/gifted/index.htm
National Curriculum. http://curriculum.qca.org.uk/
Course Syllabus EPSY 7110 Characteristics of Gifted Children and Youth.
http://w.coe.uga.edu/syllabus/epsy/epsy7110_tgrantham_Sp05.pdf
Talented & Gifted: Working with High Achievers.
http://www.virtualeduc.com/html_syllabus/TAG/TAG_UP3_syllabus.htm
Characteristics of Gifted and Talented Children and Youth
Nature and Needs of Gifted Children
http://ehhp.cofc.edu/syllabi/Archive/20081/s081_EDFS760090_Gray_J.doc
Listservs/Discussion groups/Blogs/Social Networking
o Applied Learning Technologies Institute. http://alti.asu.edu/node/
o GHF Professionals. http://groups.yahoo.com/group/GHFprofessionals/
o Gifted Families. http://www.giftedfamilies.org/
o Oz-Gifted http://www.geocities.com/seachange_au/newbies/page1.html
o Gifts for Learning. http://www.giftsforlearning.com/elists.htm
o Links for Portland Parents of Talented and Gifted Children. Listserv and discussion
gateways. http://www.tagpdx.org/listserv_homepages.htm