Online Gifted Education Courses
Curriculum Details
33–36 total credits required
Lindenwood’s online MA Gifted Education program requires 33–36 credits in online gifted education courses. Students may elect to take a maximum of six credit hours of approved Graduate Workshop Credit to be accepted as part of the required elective credit. The program coordinator must approve other elective options.
Prerequisites
Core Curriculum (9 hours)
In this course, students will explore theories regarding innovation and the challenges associated with innovating in an educational culture. Students will examine aspects of an innovator’s mindset, as well as behaviors and practices conducive to the effecting and sustaining of innovations.
This course is designed to provide an overview of education from historical, philosophical, and sociological perspectives. Students will expand on their understanding of contemporary education through an investigation of the changing role of educators in current social, political, and economic times using current peer reviewed articles and other open educational resources (OER).
This course is designed to engage practitioners in the collection, evaluation, and interpretation of educational research for use in a variety of educational practices. The student will investigate the basis of educational research, along with pertinent methods of data collection and analysis of both quantitative and qualitative research results. Emphasis will be placed on research problems, designs, and findings in the student’s selected area of concentration. Students will be expected to demonstrate their ability to narrow a research topic, complete accepted scholarly search strategies, identify and synthesize research articles, and correctly format a literature review using established APA guidelines.
Major Courses (15 hours)
This course teaches students about the use of non-projective, educationally relevant tests, including theories of measurement, test construction, test administration, and the use of assessment results. Students will review administration of one of the more commonly used methods of assessment, either the SB-V or WISC-V. Students will be provided with opportunities (online or in class) to view assessments and demonstrations of the commonly used assessments in schools today. Students will also be introduced to ethical considerations, confidentiality, and the impact of diversity in testing. The role of testing in special programs, including gifted identification and the Response to Intervention (RTI) model will also be discussed. Lab fee required.
Electives (6 hours)
This course is designed to provide an overview of education from historical, philosophical, and sociological perspectives. Students will expand on their understanding of contemporary education through an investigation of the changing role of educators in current social, political, and economic times using current peer reviewed articles and other open educational resources (OER).
This course is designed to introduce graduate students to the writing expectations in published educational research. Students will learn the organization, writing expectations, and citation style of APA. The instructor will present strategies for all aspects of the writing process, especially revision. Students will work in groups to peer review each other?s work and meet individually with the instructor. This course is designed to enhance graduate students? writing skills so they are more prepared for the complex writing requirements of graduate level writing and scholarship. Locating, reading, synthesizing, and evaluating published educational research will also be reviewed. This course emphasizes writing for a specific audience. The final product of this class will be a literature review excerpt on a topic the student desires to investigate further in the certificate program or other professional writing such as a grant application.
Alternatives for online student (3 hours)
This course requires the student to be responsible for the preparation of a final project as required for the course and graduation. The project must be a specific application of gathering, analysis, evaluation, and re-conceptualization of ideas which have been stressed throughout the program. The topic of the project may focus on a particular problem which the participant faces in his/her individual situation as an educator. The master’s project may take the form of curriculum development, whereby the candidate will design, test, and evaluate a curriculum plan within an educational environment. Other paths include analysis of a teaching project for the candidate to observe, record, and analyze various patterns of teaching behavior, or a research project in which a particular research technique is applied to an educational problem.
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