DOCTOR OF PHILOSOPHY IN GIFTED EDUCATION

The Doctor of Philosophy (PhD) in Gifted Education Program at the Arabian Gulf University was established in 2008 to meet the needs of the Gulf Cooperation Council (GCC) countries of specialized and distinguished researchers in the field of gifted education. The PhD Program is designed to prepare educators and psychologists for careers as university professors, researchers, administrators, and policymakers in gifted education. The PhD courses are distributed across four semesters, where candidates take foundation courses in the first semester and core courses in the second, third, and fourth semesters. PhD courses provide candidates with in-depth knowledge of different topics in gifted education, including identification and assessment, creativity, curriculum planning, twice-exceptional, social and emotional development, and methods of assessing the impact of talented programs provided by the public sector in the Arab Gulf region. Candidates in the PhD program are expected to publish a paper or more throughout their doctoral journey, attend regional and international conferences, and actively participate in community service activities. After successfully completing all courses, candidates are assigned at least two supervisors who will work closely with them to ensure the quality, added value, and scientific significance of their doctoral dissertation. The minimum study duration in the PhD Program is three years, and the maximum is five years. 

After more than a decade of establishing the PhD Program in gifted education, we are proud to have graduated more than 120 PhD holders, taking the lead in different positions in K-12 education and higher education institutes in the GCC countries. Last but not least, we are proud of our partnerships with leading institutes and centers in the Arab Gulf Region, such as Hamdan bin Rashid Al Maktoum Foundation for Educational and Medical Sciences, King Abdulaziz and His Companions Foundation for Giftedness and Creativity, and the Arab Bureau of Education for the Gulf States.

Vision

The PhD Program in Gifted Education will strengthen the science and practice of gifted education in all GCC countries through innovative scholarly contributions, dedicated services, and rigorous preparation of distinguished future researchers and practitioners in the field.

Mission

The PhD Program in Gifted Education is dedicated to providing rich and extraordinary learning experiences to prepare future researchers and practitioners in gifted education through evidence-based research and practice.

Objectives

• To conduct cutting-edge research that addresses different topics related to gifted education in the GCC countries.
• To prepare distinguished future researchers in the field of gifted education.
• To carry out world-class research aligned with the strategic priorities of the GCC countries.

Program Outline

The PhD Program in Gifted Education is a 68-credit program that provides candidates with up-to-date knowledge and skills in central areas of gifted education such as (a) assessment, (b) curriculum planning and instruction, (c) creativity, and (d) counseling to meet the need of different populations of gifted and talented learners including academically, musically, artistically, and creatively gifted students. In addition to the courses, PhD candidates will learn advanced research and statistical methods that allow them to use advanced statistical techniques such as path analysis, Structural Equation Modeling, Item Response Theory, and Meta-analysis. Candidates are expected to complete a dissertation that will significantly contribute to the body of knowledge relating to gifted education. 
 

Courses

First Semester*

Second Semester

 Third Semester

  Fourth Semester

 *Those who hold a master’s degree in gifted education will not take the foundation courses (i.e., the first semester courses)

**Candidates can register for the Internship course in any semester.

Courses Outline

Introduction to Gifted Education (GED GE 531)

This course introduces the education of gifted, talented, and creative students. It provides an overview of gifted education by developing theories relevant to giftedness and creativity and their applications. The course also covers the behavioral characteristics of the gifted according to the curricula and programs to be used with them. Knowledge and concepts needed to understand the area of gifted education are introduced. Finally, the roles of society and parents in caring for and nurturing the gifted are viewed and discussed.

Curriculum and Teaching Methods for Gifted Students (GED GE 532)

This course introduces candidates to developing and teaching a unique curriculum for the gifted and talented. Candidates will be familiarized with curriculum and teaching techniques appropriate for gifted children. Through readings and course assignments, candidates are taught the different methods for enriching educational settings with programs to improve thinking skills.

Creativity (GED GE 533)

The primary purpose of this course is to study the theoretical and practical aspects of creativity. More specifically, this introductory course addresses several themes on creativity, including the definition of creativity, theories of creativity, levels of creativity, developing and enhancing creative thinking, assessing creativity, the relationship between creativity and other related concepts, as well as the obstacles to creativity and creative thinking. This is not a traditional course since it tackles a topic beyond traditional thinking; thus, practicing creativity is one of the course objectives.

Advanced Assessment and Identification in Gifted Education (GED GED 750)

This course is intended to provide candidates with advanced concepts and skills of measurement, assessment, evaluation, and testing to identify the gifted based on approved definitions of giftedness in their context. Candidates will also be trained to apply formal and informal assessments to identify gifted individuals.

Social and Emotional Needs of Gifted Students (GED GED 751)

This course addresses the social and emotional needs and issues related to gifted students and the guidance and counseling strategies that can be used to address these issues. Moreover, it aims to help candidates understand gifted students' developmental characteristics, strengths, and weaknesses and the role of gifted teachers and specialists in reducing emotional problems related to giftedness by integrating programs and strategies that consider the emotional aspects necessary for developing their gifts. Topics related to disadvantaged and culturally diverse gifted students are also discussed.

Advanced Statistical Methods 1 (GED GED 752)

This course aims to help candidates understand advanced statistical methods, employ them scientifically in verifying the study's hypotheses, and distinguish between descriptive and inferential statistics. Candidates will also be able to realize the differences between parametric and non-parametric methods, acquire information and concepts related to inferential statistics and hypothesis tests, define the appropriate statistical method, and analyze and interpret the results. This course covers the following statistics: Exploratory factor analysis and confirmatory factor analysis, ANOVA, MANOVA, ANCOVA, non-parametric tests, and multiple linear regression.

Advanced Research Methods 1 (GED GED 753)

This course deals with defining the concept of science and its assumptions, the scientific method, educational research, its ethics, defining the types of quantitative research (descriptive research, correlational and comparative causal research, etc.), quantitative research designs, and interventional research (experimental, quasi-experimental, single-subject). Candidates are encouraged to develop a dissertation research idea, choose a research topic, its methodology, and what is related to the research hypotheses or questions after creating the appropriate theoretical framework. In addition, this course allows candidates to criticize and analyze quantitative studies in the field of gifted education.

Advanced Curriculum and Teaching Methods for Gifted Students (GED GED 754)

The course addresses appropriate educational strategies for gifted students inside the classroom, in homogeneous and heterogeneous groups, and the method of preparing enrichment units that meet the needs of gifted students through different strategies, including critical and creative thinking skills, scientific research, problem-solving skills, and other methods that enhance students’ cognitive and noncognitive abilities.

Planning, Development and Evaluation of Gifted Education Programs (GED GED 755)

This course aims to introduce models and practices related to planning, developing, and evaluating gifted education that reflect the philosophies and goals of international models associated with teaching the gifted worldwide and in the Arab world. Coursework includes an analysis of legislation and current plans for gifted programs and the budgets required to implement them. Candidates will acquire knowledge of strategies to implement gifted programs in terms of planning, administration, and technical aspects. Additionally, candidates will be provided with steps and strategies to evaluate gifted programs, starting with the goals and ending with a final product. Candidates will also acquire skills for enriching traditional school curricula to fulfill the needs and meet the abilities of various groups of gifted students. 

Theories of Creativity and Applications (GED GED 756)

This course introduces candidates to the concepts of creativity and its components. In addition to addressing the theories of creativity, it also focuses in greater depth on concepts such as creative productivity, creative behavior, and methods of individual and collective creativity. Moreover, it discusses the history of the study of creativity, theories of the creative process, creative personality, creative style, and creative product.

Advanced Statistical Methods 2 (GED GED 757)

This course aims to help candidates understand advanced statistical methods and employ them scientifically to verify study hypotheses. This course trains candidates to write reports, extract the most important results of statistical analyses, and use statistical programs such as LISREL, AMOS, and WINSTEP practically to conduct advanced statistical analyses, such as structural equation models, item response theory, cluster analysis, meta-analysis, and systematic reviews.

Advanced Research Methods 2 (GED GED 758)

This course compares quantitative and qualitative research regarding objectives, methodology, data collection methods, design, and results. It also focuses on qualitative research and its types, types of samples, methods of selecting them, how to write a qualitative research report, and dealing with mixed research and its importance in educational research. Finally, candidates are trained to choose the appropriate methodology, whether quantitative or qualitative, that suits the research topic. 

Research Seminar (GED GED 759)

This course critically surveys the research issues, policies, ethics, and practices in gifted education. In addition, it enables candidates to explore theories of giftedness, creativity, and intelligence. The chosen readings are challenging to stimulate exciting discussions about philosophy and practice in gifted education. This course discusses the following topics: evaluation of previous studies, discussion of statistical analyses, preparation of research study requirements, and discussion of the research problem.

Contemporary Issues of Giftedness (GED GED 760)

This course is concerned with enriching the candidates' knowledge of concepts, topics, and modern and future changes in identifying gifted and gifted education. Moreover, it deals with contemporary ideas in theoretical literature, studies, and research on gifted students. In addition, the course stimulates candidates’ attention toward some research issues and topics related to developing gifted programs from different angles. The course also focuses on the students’ in-depth knowledge of the main issues in the field of gifted education and also the search for the latest developments in the field of giftedness as well as the selection of one of the modern and future trends to write an integrated scientific paper that is publishable.

Twice Exceptional (GED GED 761)

This course helps candidates to recognize gifted students with special needs, or what is known in gifted education literature as “twice-exceptional.” Moreover, this course discusses appropriate assessments for identifying twice-exceptional students. Another topic this course targets is intervention programs and techniques for tackling some of the social and emotional challenges that twice-exceptional students face. 

Talent Management and Development (GED GED 762)

This course provides candidates with the theoretical and technical tools to determine how talent management and development will transform individuals' intelligence, creativity, and initiative into a quantifiable strategic advantage. The course also develops candidates’ ability to create the psychological and social conditions that allow employees in organizations and institutions to commit to putting their talents at the service of the success of the organization and institution. It enables candidates to possess the tools that allow designing and implementing research to analyze organizational processes that affect people management and create innovative, modern, and practical strategies to generate value and competitive advantages for the institution's advancement.

Regulation and Policies in Gifted Education (GED GED 763)

This course introduces candidates to the policies and legislation in gifted education. It also addresses the concept of leadership and its main elements, school administration, and its role in identifying and caring for the talented. It also discusses the best practices and experiences related to policies, legislation, and educational systems in gifted education in the context of the GCC countries.

Internship in Gifted Education (GED GED 766)

The course allows candidates to integrate the knowledge and skills needed to plan, implement, and evaluate practical learning experiences for gifted, creative, and talented students. Learners are expected to apply observational formal and informal assessments to identify gifted learners, demonstrate curriculum and management planning skills, collaborate with relevant school personnel, and reflect on best practices and applicable laws and policies to improve teaching and guide professional growth. 

Methods of Assessment

Assessment methods vary from formative assessment, where instructors examine candidates’ knowledge and skills at the beginning of the program, to criterion-reference assessment, where candidates' performance is assessed based on the learning outcomes specified in each course. As we believe there are individual differences between candidates, the formative assessment allows each instructor to modify the curriculum based on the level of each student. Another kind of assessment employed in the PhD Program is summative assessment. This method is used in the middle and at the end of each course through various methods, including weekly assignments, projects, quizzes, and exams.  Finally, the overall performance of all candidates is assessed at the end of the program by comparing their overall performance with the Program Learning Outcomes.

Admission Requirements

All applicants for the PhD Program must meet the following admission criteria:

• Submit a research proposal,
• A minimum of 3.00 out of 4.00 Grade Point Average (GPA) in the master’s degree from an accredited higher education institute,
• Official transcripts from all institutions attended,
• Successfully passing the interview with the Program faculty,
• Successfully passing an exam in gifted education and an exam in research methodology and
•  Submit a TOEFL score of at least 60 (Internet-based) OR an IELTS score of 5.5.

Graduation Requirements

• Successfully completed 68 credit hours, including coursework and doctoral dissertation.
• Successfully pass the doctoral dissertation defense.
• Obtain a minimum cumulative GPA of 3.00 out of 4.00 points.