COMPREHENSIVE EXAM (SUPERCOMP) STUDY GUIDE (Version 3)

EPSY 459: Curriculum (Multiple Menu Model) (13 points)
* Differentiation of products, process, and content
* Unit's principles, concepts, and methodologies
* Functional concepts of disciplines
* What to look for in How-to-Books
* Types of methodological skills
* Components of the Knowledge Menu, Instructional Menu, and Instructional Objectives and Student Activities Menu of the Multiple Menu Model

Contributions of

* William James
* Carol Ann Tomlinson
* Jann Leppien
* Sandra Kaplan
* Joe Renzulli
* Sally Reis

EPSY 365: Creativity (15 points)
* SCAMPER
* Creative Problem Solving (CPS)
* Psychoanalytic/Behaviorist theory of creativity
* Perceptional, mental, and cultural blocks to creativity
* Creative thinking strategies
* Use of analogies for problem solving
* Brainstorming and alternative types of brainstorming
* Synectics
* Creativity assessments
* Gordon Wallas' stages
* Creative teaching vs. teaching for creativity
* Creativity competitions
* Strategies that encourage and develop creativity
* Creative researchers and contributions
* Guilford's fluency, flexibility, originality, and elaboration
* Dean Keith Simonton, Gary Davis, Alex Osborn, Donald MacKinnon, Robert Sternberg
* Western versus Eastern cultural perspectives on creativity
* Creativity as it relates to writers, left-handed people, birth order, and threshold effect
* Torrance studies on creativity at different ages

EPSY 341: Educational Research Methods (15 points)
Gifted Education Journal Editors
* Gifted Child Quarterly
* Gifted Child Today
* Roeper Review
* Parenting for High Potential
* Journal for the Education of the Gifted
* Journal of Advanced Academics

Professional gifted organizations and purpose
* NAGC
* TAG
* SENG
* AEGUS
* ECHA

Research Techniques and Issues
* Sampling techniques
* Instrument validity and reliability (including expected reliabilities)
* Independent and Dependent variables
* Correlation
* Means and Standard Deviation
* t-test
* Qualitative and Quantitative Research
* Normal curve
* Scales
* Experiment/Quasi-experiment Research
* Informed Consent

EPSY 360: Intro to Gifted (25 points)
* Parent and Gifted Child Interactions
* Multipotentiality and Asynchronous
* Underachievement
* Perfectionism
* Identifying Artistically Talented, Preschool/Primary, and Minority/Culturally Gifted
* Parent, Peer and Other Nomination Issues and Systems
* Sputnik Effect
* Cluster Grouping
* Bloom's Work on Talent Development
* Elementary and Secondary Models
* Acceleration
* Talent Search (SMPY/CTY)
* Purpose of Gifted Programming
* Mentorship vs. Internship

Major Contributions of
* Baldwin
* Betts
* Binet
* Callahan
* Clark
* Colangelo
* Dabrowski
* Feldhusen
* Frasier
* Gallagher
* Galton
* Gardner
* Guilford
* Hollingworth
* Kaplan
* Kulik
* MacKinnon
* Marland
* Meeker
* Passow
* Rimm
* Rogers
* Schlichter
* Spearman
* Stanley
* Sternberg
* Taylor
* Terman
* Thurstone
* Torrance
* Treffinger

EPSY 370: SEM (20 points)
* Theorists Used in SEM Development
* Understanding of Creative Productivity and the Three Ring Conception
* General Population Enrichment Services
* Evaluating an Schoolwide Enrichment Model Program
* Use of Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)
* Identification of and Services to Talent Pool Students
* Uses of the Learning Styles Inventory (LSI)
* Delivering and Debriefing Type Is
* Scope and Sequence and Types of Type IIs
* General vs. Methodological Type IIs
* Characteristics of Type II Training Materials
* Lightbulb Follow Up and Intake Interviews
* Roles of Students and Teachers in Type IIIs
* Using the Student Product Assessment Form (SPAF)
* Enrichment Clusters
* Uses of the Total Talent Portfolio (TTP)
* Objectives of and Implementing Compacting

EPSY 384: Seminar (12 points)
Quotes
* Borland
* Brody and Stanley
* Callahan and Miller
* Cross and Coleman
* Feldhusen
* Gagne
* Gordon and Bridglall
* Jeltova and Grigorenko
* Reis
* Renzulli
* Robinson
* Simonton
* Sternberg
* Subotnik and Jarvin
* VanTassel-Baska

Triad Trainer
* Importance of the first five minutes of a presentation
* Use of visuals, hammers, and system charts in presentations
* The role of seeing and hearing in learning and remembering
* Establishing speaker credibility
* Content, Organization, and Delivery factors in presentations