Gifted EducationThe Gifted Education concentration emphasis was composed of six classes designed to support the needs of gifted learners. It is no longer part of the ASTL Program.
These courses are designed around the program standards endorsed by the National Association for Gifted Children-Council for Exceptional Children (2006) as well as the Virginia Licensure Regulations for School Personnel (1998) and specifically addresses 8VAC 20-21-270: Gifted Education (add-on endorsement) standards: In EDUC 621, teachers were introduced to the many faces of giftedness on many levels. Teachers were trained to identify and address current local, state and national issues related to the education of gifted and talented learners; and, understand some of the key elements and national standards for education and programming for gifted and talented learners. In EDUC 622, teachers studied numerous means of pre-assessing, assessing and utilizing differentiation for diverse learners. In EDUC 623, teachers explored theoretical and practical implications of curriculum models and instructional strategies in relation to gifted students. In EDUC 624, teachers examined and explored broad understandings about assessment, evaluation and identification of gifted learners; developed specific understandings of assessment techniques, both formal and informal, to identify gifted students and to examine program evaluation design. Furthermore, this course was designed to make students aware of the influences of language, culture, ethnicity, gender, age and exceptionality on the recognition and subsequent identification of giftedness, assessment of gifted learners and evaluation of gifted programs. In EDUC 625, teachers focused on current research, trends and issues as well as legislation and litigation concerning children identified as gifted and talented. It provided professionals in the field of gifted education, regular education and related fields with the knowledge and skills needed to serve as advocates for gifted child education. In EDUC 626, teachers completed a capstone project where the knowledge base they have acquired is then applied to a qualitative and/or quantitative research study focusing on the needs of the gifted population and a school-based problem. |
Advanced Studies in Teaching and LearningThe ASTL Program is composed of the core classes all Master's level graduate students must take. The classes are aligned with National Board for Professional Teaching Standards.
There are five courses that comprise the ASTL Education Core. The ASTL Educational Core is designed to help participants develop critical reflective skills and research knowledge for conducting inquiry related to practice: In EDUC 612, introduces reflective practice and multiple perspectives on cultural and linguistic variables in the classroom. In EDUC 613, participants are introduced to various factors that influence the individual learner and a case study is conducted. In EDUC 614, participants look at new ways to design and assess teaching and learning in their classrooms and research teaching practice via video-tape analysis. In EDUC 615, has participants look at educational change and reform and their role in it. In EDUC 606, the focus is on looking at students and educational settings from various cultural perspectives. The class utilizes information on cultural perspectives and the CIP, a process that guides practitioners through cultural inquiries. |