Postgraduate Course: Gifted and Talented Youth (EDUA11259)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Available to all students
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||Beliefs about the very nature of intelligence lie at the heart of educational experiences. Increasingly, concern for the identification and provision of gifted and talented youth is leading to a strong interest in the ways in which we conceptualise intelligence/ability and the implications for teaching and learning (eg English reform and provision / Scottish Network for Able Pupils ¿ University of Glasgow / World Congress for Gifted and Talented Youth 2009). This course aims to problematise intelligence concepts while also developing a critical consideration of issues surrounding identification and provision in different contexts/countries. The course will afford students an opportunity to interrogate the nature of intelligence within their own professional fields, and to conceptualise, design and plan a possible policy and intervention for their own contexts.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Information for Visiting Students
|Displayed in Visiting Students Prospectus?||Yes
Course Delivery Information
|Delivery period: 2013/14 Semester 1, Available to all students (SV1)
||Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
Please contact the course secretary before enrolling students to verify spaces available
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|On completion of the course students will be able to:
- Engage critically with current debate surrounding the nature of intelligence
- Including issues of equity and challenge in relation to identification such as:
- Young people who have English as an additional language
- Young people with ASN
- Those from a low SES background
- Describe and compare different approaches to identification, provision and policy
- Identify, and explain why, certain approaches to identification and provision would have particular salience in their particular professional/country context
- Design and plan a policy and possible intervention related to gifted and talented youth
|Each student will be asked to develop a policy and possible intervention in relation to the context of their choice. Students will present their written plan in a 4,000 word paper. The paper will present an analysis of the context/setting, a clear statement of focus and a rationale for the choices made all appropriately referenced to a review of an appropriate selection of the relevant literature.|
|This course is open to students from other schools, however, please contact the course secretary prior to enrolling your Tutee in order to verify that there is space available; students on MSc Educational Research and MSc Education have priority.|
||History of approaches taken to intelligence ¿ changing perspectives
The Mismeasure of Man? Current debates surrounding the concept of intelligence
Conceptualising intelligence within education systems and within schools
Global view ¿ continuing clashes within and across systems in relation to intelligence
Critical review of system and school challenges in dealing with concepts of Gifted and Talented Youth
Sternberg,R. 2000 Handbook of intelligence. Cambridge : Cambridge University Press,
Sternberg, Robert J. 1990 Metaphors of mind : conceptions of the nature of intelligence Cambridge ; New York : Cambridge University Press.
Gear, G. 1976 Accuracy of teacher judgement in identifying intellectually gifted children: a review of the literature, Gifted Child Quarterly. XX, pp. 478-490
Gillborn, D., and D. Youdell. 2000. Rationing education: Policy, practice, reform and equity.
Buckingham: Open University Press.
Hamilton, L.C. 2002. Constructing pupil identity: Personhood and ability. British Educational
Research Journal 28, no. 4: 591¿602.
Hamilton, L.C. 2007. Implicit theories of ability: Teacher constructs and classroom
consequences. Scottish Educational Review 38, no. 2: 201¿12.
Hany, E. 1997 Modeling teachers' judgement of giftedness: a methodological inquiry of biased
judgement, High Ability Studies, 8, pp. 159-178.
HMI 1996 Achievement for All: a report on selection within schools (Edinburgh, Scottish Office).
Maker, C. 1994 Giftedness, diversity and problem-solving, Teaching Exceptional Children, 27, pp.
Oakes,J. (2008) Keeping Track: Structuring equality and inequality in an era of accountability.Teachers College Record. 110 (3) pp700-712
Oakes, J. (1997) Keeping track: how schools structure inequality. New Haven: Yale University Press.
Persson, R. S. 1998 Paragons of virtue: teachers' conceptual understanding of high ability in an
egalitarian school system, High Ability Studies, 9(2), 181-196.
Reay, D. & Wiliam, D. 1999 'I'll be a nothing': structure and agency and the construction of identity through assessment , British Educational Research Journal, 25(3), 343-354.
Rosenholtz, S. & Simpson, C. 1984 The formation of ability conceptions: developmental trend or social construction, Review of Educational Research, 54, pp. 31-63.
Alpert,B. ; Bechar,S. 2008 School organisational efforts in search for alternatives to ability grouping Teaching and Teacher Education, 24 pp 1599-1612
Braddock,J.; Slavin,R. 1993 Why ability grouping must end: achieving excellence and equity in American Education. The Journal of Intergroup Relations. 20(1)pp51-64
Davies, J, Hallam, S, Ireson, J 2004Primary pupils' experiences of different types of grouping in school. British Educational Research Journal. Volume 30 (4)
DfEE. 1997. Schools White Paper: Excellence in schools. London: HMSO.
DfES. 2005. Schools White Paper: Higher standards, better schools for all. London: TSO.
Dyson, A.; Gallanaugh,F.; Millward, A. 2003 Making Space in the Standards Agenda: developing inclusive practices in schools European Educational Research Journal 2(2)
European Group for research on Equity in Educational systems (2005) Equity in European Educational Systems. University of Liege, Belgium
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Teachers College Press.
Hallam, S.; Ireson, J. & Davies, J. 2004 Grouping practices in the primary school: what influences change? British Educational Research Journal Volume 30 (1)
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comprehensive reorganisation in Scotland. Edinburgh: CES, University of Edinburgh.
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Research Papers in Education 19: 433¿52.
Pring, R., and G. Walford. 1997. Affirming the comprehensive ideal. London: Falmer Press.
Richert, S. 1991. Rampant problems and promising practices. In Handbook of gifted educa-
tion, ed. N. Colangelo and G.A. Davis, 81¿96. Boston: Allyn-Bacon.
Sternberg, R., ed. 1999. Tacit knowledge in professional practice: Researcher and practitioner
perspectives. London: Lawrence Erlbaum.
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Oxford: Westview Press.
Zay, D. 2005 Preventing school and social exclusion: a French-British comparative Study European Educational Research Journal 4(2)
|Course organiser||Dr Lorna Hamilton
Tel: (0131 6)51 6457
|Course secretary||Mrs Alison Edie
Tel: (0131 6)51 4241
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