Specialization/ Endorsement Gifted Courses (22 Credits)

EGT 512 (4 credits)
Nature and Developmental Needs of Learners with Gifts and Talents
Study of the multi-dimensionality of giftedness— history, identification, assessment, affective and cognitive characteristics—with an emphasis on the diversity of learners. Topics include gender, ethnicity, race, language, underachievement, socio-economic status, and gifted learners with handicapping conditions.

EGT 513 (4 credits)
Curriculum, Teaching Strategies, Differentiated Instruction and Evaluations
Prerequisites: EGT 512 or permission of instructor. Exploration of classroom organization and curriculum modifications to meet the needs of a diverse group of learners with gifts and talents. Programming structures, varied teaching strategies, differentiated instruction, and multiple evaluation methods are developed.

EGT 517 (4 credits)
Creativity, Inquiry, and Productive Thinking
Examination of the construct of creativity and of curriculum materials and teaching strategies that promote creative thinking and problem solving. An inquiry approach is modeled and examined for classroom implementation.

EGT 518 (3 credits)
Working with Students with Gifts and Talents, their Families and other Professionals
Prerequisites: EGT 512 and EGT 513. Intensive exploration of recent research literature regarding guidance needs and effective practices with students and their families. Also examines collaborative teaching techniques and models for working with other professionals. Special attention is given to the acquisition of heightened interpersonal, collaboration, and political skills necessary for success in the field of gifted education and its complex stakeholders.

EGT 519 (3 credits)
Using Computers with Students with Gifts and Talents
Exploration of a variety of technology-based activities with particular emphasis on their applicability to curriculum for the gifted/talented audience

EGT 580 (4 credits)
Practicum in Gifted and Talented Education
Prerequisites: EGT 517, EGT 518, EGT 519 or permission of instructor. Specialized field experience in an approved classroom setting for gifted and talented learners.Includes an Action Research Project.

Practicum cannot be waived as the course is required for the endorsement and entails a classroom-based research study that integrates what has been learned throughout the program.

The M.Ed in Gifted and Talented learners required the following Core Courses: ( 9 credits)
Masters Degree required a total of 33 credits.

EDB 601 (3 credits)
Educational Research
Prerequisite or co-requisite: ETE 501. An introduction to quantitative and qualitative methods used in educational research. Emphasis on understanding, interpreting, and critiquing research studies. The role of the socio-cultural context in research is considered. Offered every semester.

ETE 501 (2 credits)
Technology Strand
Introduces students to the basic concepts and skills of computer technologies useful for educational settings and graduate study. An overview of user interfaces, file handling and WebCT on both Macintosh and Windows operating systems is presented. The use of the Internet for information retrieval is discussed and practiced. Communication via electronic mail and attachments is introduced. Concepts and standard procedures in the use of common word processors, presentation software, spreadsheets are addressed. Once mastery is achieved among the technology operation topics, students are expected to combine their skills to produce a comprehensive final project demonstrating the use of their skills in an educational context.

Social Foundations (select one)

EDB 604 (3 credits)
Social Issues and Education
Focuses on the relationship of crucial issues in society to educational questions. Alternative purposes of education in light of the changing intellectual, social, and technological climate of modern America are considered. Offered every semester.

EDB 606 (3 credits)
Philosophy of Education
Familiarizes students with persisting issues in the philosophy of education by examining selected topics from both historical and contemporary perspectives. Focuses on relating theories of knowledge and learning to current educational practices, and exploring questions of value in light of various philosophies. Offered annually.

EDB 608 (3 credits)
School and Society in the American Past
Historical examination of changing perceptions of the purpose and nature of education, the relationship of schools to social and economic forces, substance and impact of major school-reform movements, experience of minorities in schools, the role of schooling in social mobility, and development of urban schools. Offered annually.

EDB 609 (3 credits)
Comparative and International Education
Examines selected foreign educational systems with emphasis on the historical, sociological, philosophical, and cultural influences that have shaped their development. Special attention is given to educational practices and innovations of interest to American educators. Offered annually.

EDB 612 (3 credits)
Curriculum, Theory and Instruction
Overview of theoretical perspectives on the development, organization, implementation, and evaluation of curriculum. Topics include philosophical, social, technological, economic, and political influences on curricular decision making; identification of curricular and instructional aims; the relationship between curriculum theory and instructional methodology; current issues in curriculum reform; issues of diversity and equity; the role of federal and state standards. Offered every semester.

M.Ed. exit requirements
Comprehensive examination, project or thesis.