Postgraduate Course: Gifted and Talented Youth (EDUA11259)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||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.
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
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Please contact the course secretary before enrolling students to verify spaces available
|Assessment (Further Info)
|Additional Information (Assessment)
||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.
|No Exam Information
| 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
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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
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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
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DfEE. 1997. Schools White Paper: Excellence in schools. London: HMSO.
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Fullan, M., and S. Stiegelbauer. 1991. The new meaning of educational change. New York:
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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|Graduate Attributes and Skills
||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.
|Course organiser||Dr Lorna Hamilton
Tel: (0131 6)51 6457
|Course secretary||Ms Mairi Ross
Tel: (0131 6)51 4241
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