Rutgers, The State University of New Jersey
Graduate School of Education
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Undergraduate GSE Courses (05)
Graduate GSE Courses (15)
Educational Administration and Supervision (230)
Adult and Continuing Education (233)
College Student Affairs (245)
Learning and Teaching--General Electives (250)
Early Childhood/Elementary Education (251)
English Literacy/Language Arts (252)
Language Education (253)
Mathematics Education (254)
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Social Studies Education (257)
Creative Arts Education (259)
Design of Learning Environments (262)
Teacher Leadership (267)
Educational Psychology (290)
Educational Statistics, Measurement, and Evaluation (291)
Special Education (293)
Gifted Education (294)
Learning, Cognition, and Development (295)
Counseling Psychology (297)
Reading (299)
Social and Philosophical Foundations of Education (310)
Ph.D. in Education Courses (16)
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Camden Newark New Brunswick/Piscataway
  The Graduate School of Education 2014–2016 Courses Graduate GSE Courses (15) Gifted Education (294)  

Gifted Education (294)

15:294:531 The Gifted Child (3) Provides an overview of the field of gifted education and addresses the core cognitive characteristics of gifted children in general and domain-specific areas; their educational needs in respect to programs, services, and curricula; the support structures necessary to facilitate their talent development from families to mentors to personality variables; and the foundations of the field of gifted education itself, ranging from its theoretical and research base to its grounding in legislation and administration of programs. Course assignments will feature short papers and products to be used in practice.
Note: This course addresses the NCATE Gifted Teacher Education Standards 1 and 2 fully and Standards 3, 4, 5, and 8 partially.
15:294:532 The Social and Emotional Development of Gifted Children (3) This course is designed to provide a strong background in the theory and research related to working with gifted children on affective development. It will feature core affective characteristics and needs, and demonstrate the connections to students' cognitive make-up.  Emphasis will be on affective approaches to use in the classroom as well as more formalized programs and services in guidance and counseling deemed essential for their talent development.  Case studies used throughout the course will highlight the special issues and concerns for addressing the social and emotional needs of this population of learners, culminating in a case study done by participants. Special emphasis will be placed on special populations of gifted learners--twice exceptional learners, students from poverty and minority groups, and underachievers.
Note: This course addresses the NCATE Gifted Teacher Education Standards 3, 4, 5, and 7.
15:294:533 Curriculum and Instruction for the Gifted (3) Provides educators with the basic frameworks for developing curriculum for gifted learners K-12. The course features a design model that engages participants in articulating goals, outcomes, task and product demands, strategies, and assessments for gifted learners, based on their characteristics and needs.  Strategies for adapting, remodeling, and aligning the school curriculum in each core content area will be shared.  Major strategies that have proven effective with the gifted will also be presented, including inquiry models, independent and collaborative group work, and question-asking. The course will enable participants to develop a scope and sequence, an IEP, and connected lesson plans for gifted students at relevant stages of development.
Note: This course addresses NCATE Gifted Teacher Education Standards 4, 5, 6, 7, and 8.
15:294:534 Gifted Program Development (3) This course is designed to provide educators with the basic tools to design and develop research-based programs and services for the gifted. It focuses on the development of systems necessary to start gifted programs and keep them operating over time in school contexts including an identification system, curriculum and instructional management systems, guidance and counseling, and an assessment and evaluation system. The role of grouping and acceleration as supportive aspects of gifted programming will also be featured.  Participants in collaborative groups of three will develop a gifted plan for their school district as a part of the course, using a problem-based learning scenario as the basis for their work.
Note: This course addresses the NCATE Gifted Teacher Education Standards 5, 6, 8, 9, and 10.
15:294:535 Clinical Placement and Capstone (3) This capstone course is designed for those who are preparing for classroom teaching, administration, and/or wish to build additional areas of expertise in gifted education. Students will submit a brief written practicum project proposal prior to the first seminar meeting, and complete a 200-hour, project-based field activity focused on gifted learning. Further requirements include participation in practicum seminar sessions and completion of project-related written assignments.
For additional information, contact RU-info at 732-445-info (4636) or
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