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Using the National Gifted Education Standards for University Teacher Preparation Programs
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Using the National Gifted Education Standards for University Teacher Preparation Programs



March 2008 | 256 pages | Corwin

"Applying national standards to the design of quality teacher preparation programs can be challenging, and yet it is essential work. This guidebook bridges the distance, resulting in confident, efficient, and informed curriculum and program design decisions."
—Sally M. Dobyns, Director
Center for Gifted Education, University of Louisiana at Lafayette

"The new standards in gifted education reflect current thinking in the field. The university guidebook helps me more easily create teacher preparation curriculum that matches the standards and makes defensible program modifications possible."
—Scott Hunsaker, Associate Professor of Educational Foundations and Gifted Education
Utah State University

A breakthrough resource on gifted education course design!

For universities seeking accreditation of their teacher preparation programs in gifted education, the program must be aligned with the ten standards newly approved by the National Council for Accreditation of Teacher Education (NCATE). Divided into seventy specific knowledge and skill requirements, these standards represent the best practices in gifted education and identify what teachers of the gifted should know and be able to do.

This guidebook helps university personnel at the undergraduate and graduate levels design or revise gifted education programs that incorporate new professional standards developed by NAGC, CEC, and TAG. In addition to the CD-ROM with an annotated bibliography of the research and literature on which the standards are based, readers will find:

  • Techniques for aligning coursework, clinical practice, and field experience with standards
  • Sample syllabi that incorporate knowledge and skill benchmarks
  • Information on teacher assessment in standards-based university programs
  • Details of the challenges associated with the new standards

Using the National Gifted Education Standards for University Teacher Preparation Programs is a key resource for professors, university program designers, and accreditation coordinators guiding the next generation of teachers into exceptional service in gifted education.


 
Executive Summary
 
Part I. Introduction and Background
 
Section I. Introduction
 
Section II. Rationale
 
Section III. Analysis of Differences
 
Section IV. Professional Standards for Teachers of Students With Gifts and Talents: The Development Process
 
Section V. Knowledge Base for the 10 Content Standards
 
Section VI. Application of Evidence Base to Course Design
 
Part II. Using the Standards in Program Development & Accreditation
 
Section VII. Relationship of Teacher Education Unit's Conceptual Framework to Gifted Standards
 
Section VIII. Dispositions of Teachers of Students With Gifts and Talents
 
Section IX. Assessment Systems in Standard-Based University Programs for Teachers of Students with Gifts and Talents
 
Section X. Developmental Continuum/Scope and Sequence of the Standards
 
Section XI. Redesign of Introductory Course
 
Section XII. Aligning Standards to Existing Gifted Education Coursework
 
Section XIII. Clinical Experiences in Gifted Education
 
Section XIV. Alignment With Other Standards
 
Section XV. Alignment With NAGC PreK-Grade 12 Gifted Program Standards
 
Section XVI. Context for Implementing Standards
 
Section XVII. Challenges
 
Appendices
 
Appendix A. Glossary of Terms
Appendix B. List of Universities With Graduate Programs in Gifted Education

 
Appendix C. Universities Offering Online Courses in Gifted Education

 
Appendix D. Candidate Work Samples From Introductory Course

 
Appendix E. Assessment Benchmarks 8 and 9

 
Appendix F. Rubrics for Review of Evidence Provided in a Program Report

 
Appendix G. INTASC Standards and Dispositions

 
Appendix H. Bibliography of Research, Literature, and Practice Evidence in the Field of Gifted Education

 
 
References
 
Index

"Applying national standards to the design of quality teacher preparation programs can be challenging, and yet it is essential work. This guidebook bridges the distance, resulting in confident, efficient, and informed curriculum and program design decisions."

Sally M. Dobyns, Director
Center for Gifted Education, University of Louisiana at Lafayette

"The new standards in gifted education reflect current thinking in the field. The university guidebook helps me more easily create teacher preparation curriculum that matches the standards and makes defensible program modifications possible."

Scott Hunsaker, Associate Professor of Educational Foundations and Gifted Education
Utah State University
Key features
  • Copub with two national organizations (CEC & NAGC).
  • Presents the new professional standards, which reflect the best practices in the field, for professors redesigning their courses in Gifted Education. Sample course syllabi are included.
  • Offers assessment systems of university programs.
  • Aligns standards to existing Gifted Education coursework.
  • Appendices offers list of universities with graduate programs in Gifted Education, candidate work samples from introductory course, and comprehensive bibliography of research, literature, and practice evidence in the field of Gifted Education.

Sample Materials & Chapters

Foreword by James J. Gallagher

Introduction


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