Postgraduate Course: Gifted and Talented Youth (EDUA11259)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course explores diverse views concerning the nature of intelligence and will question the very existence of the concept. An historical overview combines with a contemporary examination of the influences and impacts of intelligence theories on modern educational experiences.
On this course, students will be encouraged to explore the historical development of ideas about intelligence and how these impact on educational experiences in the modern world. They will be supported in challenging different ideas about intelligence and will critique national approaches to gifted and Talented Youth in the face of calls for social justice and equity.
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
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2023/24, Available to all students (SV2)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Each student will complete a 4000 word essay (excluding references). Specific topic will be suggested but students may also negotiate their own preference for an essay topic with the course organiser. Please refer to the Generic MSc Handbook for guidelines on the preparation and presentation of assessments, and for full details of the marking criteria. These criteria will also be discussed in workshop groups. Specific suggestions are:
1. 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.
2. Investigate and discuss policies and provision for gifted and talented youth in¿¿.. National context? Local context? Institution?
3. Teacher identification of gifted and talented youth is problematic. Describe and discuss the nature of possible issues in relation to identification of gifted and talented youth.
||Feedback can be given formally or informally, orally or in writing. Students will often be expected to work in groups and individually to prepare reading and presentations and the tutor will give informal oral feedback on these. In addition, the approach to the assignment will be scaffolded across the course and there will be an opportunity for students to receive feedback on assignment topics.
The assignment itself is a 4000 word essay and is the summative assessment task. The assignment will be marked according to the marking criteria in the MSc Handbook. We will aim to release your provisional marks and feedback for the course assessment within four weeks of the submission date. If there is a delay for reasons that cannot be anticipated we will let you know as soon as possible, and will give you a revised date when you will receive your marks and feedback. Marks and comments will be available via email or Turnitin on the course Learn site.
You will also find information on feedback, including information about what to expect and how to make use of it, on the University¿s Enhancing Feedback website, available at:
|No Exam Information
On completion of this course, the student will be able to:
- Engage critically with current debate about the nature of intelligence
- 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
George, D. (1990) The Challenge of the Able Child 2nd Ed. UK: Letts
Hamilton, L.C. (2002) Constructing pupil identity: Personhood and ability. British Educational Research Journal 28,4: 591¿602
Hamilton, L.C. (2007) Implicit theories of ability: Teacher constructs and classroom consequences. Scottish Educational Review 38, 2: 201¿12
Kanevsky, L. (2011) Deferential Differentiation : What Types of Differentiation Do Students Want? Gifted Child Quarterly, 55: 279
McBride, N. (1992). Early identification of the gifted and talented students: Where do teachers stand? Gifted Education International, 8 (1), 19-22
Oakes,J. (2008) Keeping Track: Structuring equality and inequality in an era of accountability.Teachers College Record. 110 (3) pp700-712
Reis, S.M. & Renzulli, J.S. (2010) Is there still a need for gifted education? An examination of current research. Learning and Individual Differences 20, 308¿317
Rogers, K.B. & Kimpston, R.D. (1992). Acceleration: What we do vs. what we do not know. Educational Leadership, 50 (2), 58-61
Sternberg, Robert J. 1990 Metaphors of mind : conceptions of the nature of intelligence Cambridge ; New York : Cambridge University Press
Sternberg, R.J. (1982). Lies we live by: Misapplication of tests in identifying the gifted. Gifted Child Quarterly, 26 (4), 157-161. (1986). Identifying the gifted through IQ: Why a little bit of knowledge is a dangerous thing. Roeper Review, 8 (3), 143- 147
Southern, W.T., Jones, E.D. & Fiscus, E.D. (1989). Practitioner objections to the academic acceleration of gifted children. Gifted Child Quarterly, 33 (1), 29-35
Van Tassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211- 217
Carrington, N.G. & Bailey, S.B. (2000). How do preservice teachers view gifted students?: Evidence from a NSW study. The Australasian Journal of Gifted Education, 9 (1), 18-22
Cheung, Hoi Yan, & Fai Hui, Sammy King (2011) Competencies and Characteristics for Teaching Gifted Students: A Comparative Study of Beijing and Hong Kong Teachers. Gifted Child Quarterly,55: 13 9
Gallagher, S. A. (2002) Giftedness and Asperger's Syndrome: A New Agenda for Education. Understanding Our Gifted, 14(2). Open Space Communications (www.openspacecomm.com)
Marsh, H.W., Chessor, D., Craven, R. & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32 (2), 285-319
Reis, S. M. & and McCoach, D. Betsy (2000) The Underachievement of Gifted Students: What Do We Know and Where Do We Go? Gifted Child Quarterly, 44: 152
Smith, C. (2005) Teaching Gifted and Talented pupils in the Primary School: a practical guide. London: Sage
Sutherland, M. (2008) Developing the Gifted and Talented Young Learner. London: Sage
Schiever, S.W. & Maker, C.J. (1997). Enrichment and acceleration: An overview and new directions. In N. Colangelo and G.A. Davis (Eds.) Handbook of gifted education. (2nd ed.) (pp. 113-125.) Boston, MA: Allyn and Bacon
Web pages http://www.naldic.org.uk/ITTSEAL2/teaching/GAT.cfm www.realproject.org.uk
|Graduate Attributes and Skills
||- The capacity to engage in informed debate regarding often controversial educational issues
- The capacity to work in a collegial way in order to enhance mutual understandings
- The capacity for critical thinking and the analysis of social and policy issues
- The ability to construct intellectually defensible arguments
- Developed the ability to reflect on their own performance
- - Increased competence relating to communicative processes be they written, oral or group-based
¿ critical reflexivity, oral and visual presentation, managing interpersonal and collaborative engagement, self management, time management, use of ICT, problem solving at individual and group levels
||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.
|Additional Class Delivery Information
||The course has 20 hours of contact teaching time. This will be delivered in ten 2 hour classes, and includes tutor presentations/lectures drawing upon original resources (e.g. case studies), policies and video clips. Students will be involved in group work and individual and group presentations. Successful participation in the course will require not only attendance at the weekly sessions, but also work in your own time - pre-session reading, preparation for sessions, additional reading, group work preparation and time spent thinking about the ideas raised on the course. It is particularly important that students prepare for workshops, especially when presentations are being made. Those who have not prepared may be asked to leave the workshop. Students who wish to explore the topics in greater depth can draw on the broader reading list to help shape their investigations and may ask the tutor for advice about possible additional work in this area.
|Course organiser||Dr Lorna Hamilton
Tel: (0131 6)51 6457
|Course secretary||Mr Craig Russell