SOW-PWM150
Educating the gifted
Cursus informatieRooster
CursusSOW-PWM150
Studiepunten (ECTS)4
CategorieMA (Master)
VoertaalEngels
Aangeboden doorRadboud Universiteit; Faculteit der Sociale Wetenschappen; Pedagogische Wetenschappen;
Docenten
Examinator		prof. dr. A.J.M. Hoogeveen
Overige cursussen docent
Contactpersoon van de cursus		prof. dr. A.J.M. Hoogeveen
Overige cursussen docent
Docent		prof. dr. A.J.M. Hoogeveen
Overige cursussen docent
Docent		dr. M.W.C. van Weerdenburg
Overige cursussen docent
Collegejaar2017
Periode
1-2  (04-09-2017 t/m 04-02-2018)
Aanvangsblok
1
Onderwijsvorm
voltijd
Opmerking-
Inschrijven via OSIRISJa
Inschrijven voor bijvakkersNee
VoorinschrijvingNee
WachtlijstNee
Plaatsingsprocedure-
Cursusdoelen
Students will be able to:
  1. recognize and describe specific characteristics and problems of gifted children, adolescents and young adults. (1, 2, 4, 5)
  2. interpret research on giftedness, and integrate the different fields of inquiry in order to critically reflect on diagnostics and treatment of problems related to giftedness  (1 2, 3, 4, 5)
  3. contribute to the solutions of problems related to giftedness, based on academic literature. (1, 2, 3, 4, 5)
Inhoud
In this course, students will acquire knowledge about current theories and models concerning giftedness and the validity, range and possibilities of those theories and models. They will study working areas related to gifted education and care for gifted children, adolescents and young adults. We will get into specific psycho diagnostic theories and practices regarding giftedness, and the validity, range and possibilities of diagnostic instruments and intervention methods. Emphasis will be on a critical reflection, not only in research breaking new ground, but also in the diagnostic and intervention practice. Other themes that will be studied are current prevention- en intervention methods in the area of gifted education and intrapersonal and environmental factors that facilitate or hinder in diagnostics and intervention. Students will practice specific professional skills and develop a professional attitude.
 
Bijzonderheden
Language: English

Toetsinformatie
Students are expected to do two assignments:
They write a reflection about a topic dealt with during the meetings and
They make a poster, which will be presented with ashort pitch during the last meeting.
The course ends with an open end exam.

Voorkennis
A finished bachelor in Pedagogical Sciences, Educational Sciences or Psychology.

Contact informatie
dr. L. Hoogeveen, T: 024-3616146, E: l.hoogeveen@pwo.ru.nl

Verplicht materiaal
Boek
Davis, G.A., Rimm, S.B., Siegle, D. (2014). Education of the Gifted and Talented. Essex (UK): Pearson. Chapters: 1, 2, 3, 7, 13, 16, 17
Artikelen
Pfeiffer, S., & Shaughnessy, M.F. (2015). A reflective conversation with Steven Pfeiffer: Serving the gifted. Gifted Education International, 31, 25-33. doi:10.1177/0261429413486860
Artikelen
Dai, Y. D., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998-2010 (April). Gifted Child Quarterly, 55, 126 – 138. doi:10.1177/0016986210397831
Artikelen
Gyarmathy, E. (2016). Talent’s network way of thinking. Gifted Education International, 32, 148-164. doi:10.1177/0261429414557590
Artikelen
Sternberg, R.J. (2016): ACCEL: A New Model for Identifying the Gifted, Roeper Review, DOI: 10.1080/02783193.2016.1256739
Artikelen
Jen,E. , Moon, S., & Samarapungavan, A. (2015). Using design-based researc in gifted education. Gifted Child Quarterly, 59, 190-200.
Artikelen
Hoogeveen, L. (2015). Academic acceleration in Europe: A comparison of accelerative opportunities and activities... Retrievable from: https://files.nwesd.org/website/Teaching_Learning/HiCap/2015-16%20meetings/NationEmpowered%20Vol2.pdf
Artikelen
Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60, 102-116. doi:10.1177/0016986216630607
Artikelen
Kroesbergen, E.H., van Hooijdonk, M., Van Viersen, S., Middel-Lalleman, M.M.N., & Reijnders, J.J.W. (2015). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60, 1-15. doi:10.1177/0016986215609113
Artikelen
Ritchotte, J.A., Matthews, M.S., & Flowers, C.P. (2014). The validity of the achievement-orientation model for gifted middle school students: An exploratory study. Gifted Child Quarterly, 58, 183-198. doi:10.1177/0016986214534890

Werkvormen
Lecture
AanwezigheidsplichtJa

Algemeen
Meetings are on a weekly basis, with variation between frontal teaching and discussion. Students are expected to do assignments before class meetings and have an active participation during the meetings.

Toetsen
Examination
Weging1
GelegenhedenBlok 2, Blok 2