Note: This is an archived Handbook entry from 2009. Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2009:March, - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 18 hours |
Total Time Commitment: Not available
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr John Keith Munro
|Subject Overview:||This subject examines definitions and models of giftedness and talent, the learning and socio-emotional characteristics of gifted children and their educational needs. The implications of these for programs, provisions, means of identification and school curriculum are outlined issues both in Australia and internationally are reviewed. Students taking this subject have opportunities to interact with gifted children and their parents and teachers. This subject provides an introduction to the study of the education of gifted and talented children. It examines (1) definitions of gifted learning; (2) models for resolving giftedness and talent; (3) the learning characteristics of students identified as gifted (cognitive, metacognitive, affective and social) and developmental trends in these areas; (4) the types of knowledge that are likely to lead to gifted learning; (5) procedures for identifying gifted learners and their learning characteristics; (6) the influence of culture on gifted and talented learning (gifted indigenous learners, cross cultural gifted learning; (7) the implications for teaching, curriculum programming and school level organisation at curriculum provision.|
|Objectives:||On subject completion you should be able to: |
|Assessment:||A critical examination (review and analysis, approx 4,000 words) of an aspect in gifted and talented learning and its implications for identification.|
|Recommended Texts:||Castellano, J.A. (2003). Special populations in gifted education: working with diverse gifted learners. Boston: Allyn and Bacon. |
Davis, G.A. & Rimm, S.B. (1998). Education of the Gifted and Talented. (4th Ed). Needham Heights, MA: Allyn & Bacon.
George, D. (2003). Gifted education: identification and provision. London: David Fulton.
Heller, K.A., Monks, F.J., Sternberg, R.J. & Subotnik, R.F. (Eds.). (2000). International Handbook of Giftedness and Talent, Second Edition, (pp. 3-21). Amsterdam: Elsevier.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject you should be able to: |
|Links to further information:||www.edfac.unimelb.edu.au|
Master of Education (Stream 100A) Coursework and Thesis A |
Master of Education (Stream 100B)Coursework
Master of Education (Stream 150) Major Thesis
Master of Education (Stream 150A) Coursework and Thesis A
Master of Education (Stream 150B) Coursework
Postgraduate Certificate in Educational Studies (Generalist)
Postgraduate Certificate in Educational Studies (Gifted Education)
Postgraduate Diploma in Educational Studies (Generalist)
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