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Publisher: RMIT Publishing   (Total: 403 journals)

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Showing 1 - 200 of 403 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 13)
Aboriginal Child at School     Full-text available via subscription   (Followers: 4)
About Performance     Full-text available via subscription   (Followers: 10)
Access     Full-text available via subscription   (Followers: 26)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 11)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 14)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 19, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 20)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 2)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 5)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 9, SJR: 0.102, h-index: 5)
AlterNative: An Intl. J. of Indigenous Peoples     Full-text available via subscription   (Followers: 8)
Analysis     Full-text available via subscription   (Followers: 4)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 1)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 2)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 4)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 8, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription   (Followers: 1)
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 11)
Art Monthly Australia     Full-text available via subscription   (Followers: 8)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 9, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 2)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 7)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 4, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 3)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 9)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 2)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 2)
Australasian Music Research     Full-text available via subscription   (Followers: 3)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 38)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 9, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 5)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Archaeology     Full-text available via subscription   (Followers: 12, SJR: 0.491, h-index: 15)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 4)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 2)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 3, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 3)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 3)
Australian Holstein J.     Full-text available via subscription  
Australian Humanist, The     Full-text available via subscription   (Followers: 4)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 17)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 26)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 12, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 11, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 4)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 10)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 5, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 6, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 3, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 18)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 5)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 1)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 6, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 1)
Australian J.ism Review     Full-text available via subscription   (Followers: 7)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Tax Forum     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Australian Voice     Full-text available via subscription   (Followers: 4)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 14)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 5)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 14, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 2)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 6)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 8)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 5)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 12)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 1)
Connect     Full-text available via subscription  
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 7)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 11)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 14, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 14)
Culture Scope     Full-text available via subscription   (Followers: 2)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 8)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 19)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 9)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 14)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
Educational Research J.     Full-text available via subscription   (Followers: 15)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 2)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 4)
Eureka Street     Full-text available via subscription   (Followers: 4)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 13, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 22)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription  
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription  
Frontline     Full-text available via subscription   (Followers: 17)
Future Times     Full-text available via subscription   (Followers: 1)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription  
Geographical Education     Full-text available via subscription   (Followers: 3)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 4)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 8)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription  
Headmark     Full-text available via subscription   (Followers: 1)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 1)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 10, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 3)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 10)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 7)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 2, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 24)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 14)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 3)
Inside Film: If     Full-text available via subscription   (Followers: 8)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 12)
Instyle     Full-text available via subscription   (Followers: 1)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 7)
Interaction     Full-text available via subscription   (Followers: 3)

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Journal Cover Australasian Journal of Gifted Education
  [SJR: 0.115]   [H-I: 3]   [4 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1323-9686
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 26 Issue 1 - Conferences
    • PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Reports
    • PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Letter to the editor
    • Abstract: Walsh, Rosalind
      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Editorial
    • Abstract: Jung, Jae Yup
      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Creativity and giftedness: Interdisciplinary
           perspectives from mathematics and beyond [Book Review]
    • Abstract: Hammoud, Mariam
      Review(s) of: Creativity and giftedness: Interdisciplinary perspectives from mathematics and beyond, by Leikin, R., and Sriraman, B. (Eds.). (2016), Switzerland: Springer, 266 pp., Hardback ISBN 978-3-319-38838-0; eBook ISBN 978-3-319-38840-3.

      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Case study of a gifted and talented catholic dominican
           nun
    • Abstract: Lavin, Angela
      The case of a gifted and talented Catholic Dominican nun is described and analysed in the context of Renzulli's Three-Ring Conception of Giftedness and Gagn 's Differentiated Model of Giftedness and Talent. Using qualitative methods, semi-structured interviews of relevant individuals were conducted and analysed. Based on the conclusions of this analysis, which demonstrate the importance of environmental and intrapersonal catalysts, some general observations have been drawn that may support specific adaptations to the educational process for gifted and talented individuals.

      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Predicting academic achievement growth among
           
    • Abstract: Matthews, Michael S; Farmer, Jennie
      Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures were developed. In this exploratory study we examined seven years' follow-up performance on a state proficiency test to determine the extent to which dynamic and static measures administered in second grade predicted academic growth among a low-income population of students of Mexican American heritage. Based on a series of multilevel models, we concluded that neither the dynamic nor static test performance was a statistically significant predictor of individual differences in growth, though confidence intervals are suggestive that a larger sample with more power might identify such a relationship. We discuss findings in the context of identification for gifted education programming.

      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Dedicated to gifted education: An interview with Karen
           Rogers
    • Abstract: Hay, Peta
      Karen B. Rogers has dedicated her career to serving gifted students. In this interview she outlines her major research studies, and explores some of her experiences in the field, with special emphasis on her time in Australia. She discusses her use of the meta-synthesis and meta-analysis methodologies, and outlines key areas of gifted education that she views are in need of further research. She also explores a little of her story, explaining her own schooling experience, her early career, her mentors, and her key words of advice for new teachers of gifted students.

      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 26 Issue 1 - Re-introduction of cognitive screening for all school
           children
    • Abstract: Wellisch, Mimi
      This article argues for the reintroduction of cognitive assessment for all New South Wales (NSW) school children to ensure the early identification of those who are intellectually gifted. The article is based on a review of the literature, and includes discussion on the development of cognitive assessments, and historical and current practices in the administration of cognitive assessments in NSW. The benefits of introducing teacher administered group screening tests to all children starting school are outlined. In particular, such a strategy may (a) lead to better targeted educational provisions, (b) provide a baseline for comparison with the later learning gains of children, (c) allow for the observation of early signs of underachievement, and (d) allow for the identification of emerging signs of learning difficulties. Children with both high and low screening scores are recommended for referral to psychologists for a full cognitive test and other assessments.

      PubDate: Fri, 14 Apr 2017 21:31:29 GMT
       
  • Volume 22 Issue 1 - Conferences
    • PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - News from around Australia: GLD Australia
    • PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - News from around Australia: State and territory
           reports
    • PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Parenting and the social-emotional development of
           gifted students in Hong Kong: A review of the literature based on the
           actiotope model of giftedness
    • Abstract: Tam, Cecilia SY; Phillipson, Shane N
      Hong Kong students are recognised internationally for their outstanding academic achievement. However, there is a growing recognition that many of these students are underachieving, including those with the potential for exceptional achievement. With the relationship between parental influences and the children's academic achievement under increasing scrutiny, to date, however, research relating to effective parenting and children's social and psychological development has lacked a broadly based theoretical framework. Using the actiotope model of giftedness as a theoretical framework, this review describes the relationship between the parenting styles of Hong Kong parents and the social-emotional development of their children. Our analysis of the research literature shows that Hong Kong parents' values and beliefs influence the development of students' actiotope toward achievement excellence; the employment of an authoritative parenting style in most Hong Kong Chinese parents favours the development of the students' actiotope. On the other hand, the psychological controlling methods that are employed by Hong Kong Chinese parents negatively affect the development of students' actiotope and thus should be avoided.

      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Reaching out: Overcoming distance and supporting rural
           gifted students through educational opportunities
    • Abstract: Wood, Denise; Zundans-Fraser, Lucia
      Gifted children in the primary school years (5-12 years of age) in regional areas of western New South Wales do not necessarily have access to programs concomitant with their identified learning needs. This research examined three program offerings - an opportunity class, a withdrawal program and a virtual classroom - running in regional New South Wales. Following descriptions of the three programs, the analysis identified five critical issues that require deeper investigation across the programs. These include: the opportunity for students to interact with 'like minds', the development of an inclusive and appropriate selection process, the level of support between mainstream classrooms and the enrichment classroom, communication and curriculum and pedagogy.

      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Video games and high ability learners: Perceived
           benefits and limitations
    • Abstract: Zanon, Louise; Kronborg, Leonie
      Research into the use of video games in the classroom has focussed on mainstream considerations of curriculum-based learning or the inherent educational possibilities of video game design. The primary aim of this research was to address a perceived gap in the current research, considering the potential for additional benefits or limitations to a highly able individual using anecdotal evidence of curriculum and non-curriculum based use. Five highly able young adults were selected to participate in a qualitative study, involving a survey, journal and interview. They were each long-term users of video games and had completed tertiary education. The data suggested that video games are a valuable tool for experiential learning, particularly involving personal and emotional development, and equally that video games are far less reliable when used for curriculum-based learning. This implies that video games could be a valuable resource when they are designed and implemented with appropriate usage in mind.

      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Starting small: A staged approach to professional
           development in gifted education
    • Abstract: Watters, James J
      One of the potentially far reaching recommendations of the Senate Inquiry of 2001 was to fund professional development for teachers of gifted children under the Australian Government Quality Teacher Program (AGQTP). This funding was made available to all sectors of schooling and led to a number of initiatives to address the shortcomings in gifted education identified in the Senate Report. This paper reports on the initiatives undertaken by one sector over an eight-year period. The initiative began with a commitment from the sector to provide professional development in gifted education and later required that sector to address gifted education in their school renewal planning. A professional development program was planned and implemented in stages drawing on the AGQTP modules. However, teachers were encouraged to pursue an active role in instigating their own professional development priorities and needs. Thus, teachers within an action research framework collaboratively designed, implemented and reflected on projects which progressively expanded over a three year period. Initial projects focussed on their own teaching or context. In the second year of the three-year-cycle, projects expanded to include colleagues. Finally, in the third year, teachers assumed a leadership role in their schools or district and also mentored other teachers beginning the program. The paper presents both qualitative and quantitative data on the experiences of the participating teachers and the long-term impact on the capacity of one sector to provide enhanced opportunities for gifted children.

      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Knowing the person brings light to the gifts: A study
           of a gifted child with cerebral palsy
    • Abstract: Eade, Stanley John; Merrotsy, Peter
      Cerebral palsy presents difficult barriers to the recognition of high natural ability and to the development of this ability into high achievement. The aim of this study was to determine ways of assessing high cognitive ability in a child with cerebral palsy, and to explore ways of using technology to support her learning needs. The study was conducted using action research methodology. A holistic model was used to assess indicators of giftedness, and Zabala's (2010) SETT model served as guide for the nature and level of assistive technology intervention. After a trial period during which a writing tool was implemented, the study found that there was a marked increase in the quantity and quality of the child's story writing because she was freed from tiredness and frustration, giving her more time to think and to reflect on what she was writing. The child's sophisticated use of language in her writing (vocabulary, syntax, and higher-level writing strategies) more closely matched the language the student used in speech and to the language she would meet in her advanced reading.

      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 22 Issue 1 - Editorial
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Fri, 12 Jul 2013 08:50:46 GMT
       
  • Volume 21 Issue 2 - Conferences
    • PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Gifted education in Hong Kong and Israel: A
           comparative study
    • Abstract: David, Hanna; Wu, Echo H
      Hong Kong and Israel share many characteristics that might have influenced both of their education systems. These characteristics can be divided into two main kinds, first, cultural-traditional issues, and second, Geopolitical-economic-historical issues. Meanwhile, there are distinctive differences between gifted education policy as well as students' academic performance in Hong Kong and Israel. The purpose of this paper is to review the main characteristics of gifted education in both Hong Kong and Israel, and at the same time, compare the similarities and differences of them.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Professional development needs of teachers to identify
           and cater for gifted students
    • Abstract: Rowley, Jennifer L
      This paper discusses the professional development needs of the teachers who are responsible for the special education of gifted and talented children in our schools. It outlines the policy and practices in Australia for the training of teachers and looks at similar situations in North America. How best to prepare teachers of gifted and talented students is well researched in the literature, however, less research is available on how effective the training of these teachers is when they are faced with the challenge of catering for the gifted student in the classroom. The findings of a study that examined differences between teachers trained (n=56), those currently undertaking training (n=31,) and those untrained (n=80) in gifted education, is reported.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Diagnosis of self-regulated learning profiles
    • Abstract: Ziegler, Albert; Stoeger, Heidrun; Vialle, Wilma; Wimmer, Bastian
      We have prefaced this practice-oriented contribution with the above quotation from Calvin Coolidge that contains an ominous challenge to the promotion of giftedness: that even the best natural talent and good upbringing together can attain nothing if the gifted individuals themselves do not persistently and competently hone their efforts towards achieving exceptional learning goals. The giftedness research of recent years has increasingly put forward a quite similar assessment (Ziegler, 2009).

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Perceptions of learning at a select entry accelerated
           high school for high ability students
    • Abstract: Kaman, Yvette; Kronborg, Leonie
      The purpose of this research was to examine and compare student perceptions of their Year 7 and 8 learning experiences in select entry accelerated learning (SEAL) and mainstream classes at a Victorian government secondary school. Additionally, teacher perspectives were explored in regard to the teaching and learning experiences offered to students in the SEAL program. The study aimed to gain insights into the SEAL program from student and teacher perspectives via a mixed method approach. Findings indicated that both cohorts were satisfied with their learning experiences. However, important differences were found between student cohorts. Additionally, perceptions of flow experiences were different between SEAL and mainstream students, however, both student cohorts believed the SEAL program was an important provision for the highly able as it provided for them without detracting from mainstream students.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Examining teacher attitudes and perceptions of teacher
           competencies required in a new selective high school
    • Abstract: Kronborg, Leonie; Plunkett, Margaret
      This paper reports on an innovative partnership developed between researchers at an Australian university and a new select entry secondary school. The university-school partnership aimed at assisting the development and growth of the school, through providing expertise in the field of gifted education to teachers, most of whom had limited experience teaching highly able students. Teachers were introduced to relevant research and literature and provided with opportunities to examine their attitudes and understandings. Through a case study utilising qualitative and quantitative methods, teachers participated in surveys and semi-structured interviews. The resultant data formed the basis for the development of a responsive program of on-site professional learning, providing invaluable assistance to the school while also affording teachers the opportunity to develop deeper understandings about teacher knowledge, skills and associated educational needs required in a selective educational environment.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Gifted early adolescents' negotiating identity: A case
           study of self-presentation theory
    • Abstract: Luus, Susan; Watters, James J
      Academically gifted students are recognised as possessing considerable achievement potential. Yet many fail to perform at a level commensurate with their ability. Often gifted students in early adolescence are faced with a forced choice between fulfilment of potential and achieving stable positive relationships with peers. This choice can affect their achievement and may have far-reaching personal and social costs. This case study explored the viability of self-presentation theory to explain students' ways of negotiating their sense of self whilst developing public identity and the concomitant affects on achievement and the fulfilment of potential. It examined how gifted students moderate their images in their learning and extra-curricular environments. Further, the study identifies those self-presentation strategies adopted that either facilitate or hinder achievement. This study may assist parents, educators and school counsellors to provide greater support for gifted adolescents.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Gifted and misunderstood: Mothers' narratives of their
           gifted children's socio-emotional adjustment and educational challenge
    • Abstract: Wellisch, Mimi; Brown, Jac; Knight, Ros
      Eleven mothers of gifted children were interviewed, with questions focused around maternal problems as they related to children's attachment, socio-emotional adjustment, and perhaps even their IQs. The interviews were transcribed and NVivo 9 qualitative software was used to help manage the data and coding process. Findings indicate that children were more likely to have clinical or borderline internalising problems if their mothers had been depressed, and if the children had been serially misunderstood in a variety of primary social contexts - at home, by peers, and in those educational settings that failed to provide appropriately for their advanced and different educational needs. A model is included of the primary social contexts and causes involved in misunderstanding gifted children. The article concludes with recommendations for successful preventative strategies based on information gained from the narratives of participating mothers.

      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 2 - Editorial
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Thu, 7 Feb 2013 11:36:55 GMT
       
  • Volume 21 Issue 1 - Editorial
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - Conferences
    • PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - Parenting exceptionally gifted students
    • Abstract: Tai, Dianne M; Phillipson, Shane N
      In Hong Kong, the educational needs of gifted students are the responsibility of The Hong Kong Academy for Gifted Education (Academy) and the Fung Hon Chu Gifted Education Centre, where each organisation is responsible for exceptionally gifted and regularly gifted students respectively. As well as different clientele, the two organisations meet their aims using different strategies, with the Academy providing out-ofschool (off-site) programs that meet academic and socio-emotional needs of students through a student services division. In addition, the Academy provides support for teachers and parents of these students though two separate divisions. To facilitate the development of the parents division, this research investigated the specific needs of parents of exceptionally gifted students through a series of interviews. The interviews focused on understanding parents' perceptions of giftedness; how the parents recognised their children's early indicators of giftedness; the difficulties the parents were facing; and the way they coped with those difficulties. Based on the traditional Chinese concept of wang zi cheng long the results were interpreted in terms of differences in the educational background and the socioeconomic status of the parents. The findings showed that, as well as differences in parenting practices, the support given by the Academy in providing information sessions were useful in enhancing the knowledge of these parents and in creating a network of support.

      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - In the dark: Perspectives of parents of gifted
           students in Queensland primary schools
    • Abstract: Gallagher, Selena; Smith, Susen; Merrotsy, Peter
      The foundation of this paper is a qualitative multi-site case study, which sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland, and to consider the attitudes and perceptions of a range of different stakeholders, including teachers, parents and students. The current paper examines the perspectives of parents about their gifted children's experiences of school. Parents in the current study were predominantly supportive of their children's schools; furthermore, and importantly, no evidence was found to support the existence of the stereotypical 'pushy parent'. While knowledge and awareness of gifted education issues were generally fairly low overall, ability grouping strategies generated largely positive responses, while acceleration was regarded less positively. A lack of communication with schools was the major concern for a majority of participants.

      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - Administrators' perceptions of full-year acceleration
           at high school
    • Abstract: Wardman, Janna; Hattie, John
      There is a plethora of literature supporting the strategy of acceleration for gifted students (Colangelo, Assouline and Gross, 2004). The conundrum, given the research evidence covering decades, is why in recent times, the strategy is so rarely utilised in schools. The claim made in the literature is of teachers' negative attitudes, which result in non-implementation (Hoogeveen, van Hell and Verhoeven, 2005; Patrick and Townsend, 1993; Vialle, Ashton, Carlon and Rankin, 2001). Recent research (Wardman, 2009), however, reported that New Zealand high school teachers are in favour of the strategy; many having experienced the success of students permitted acceleration in single subjects. The focus must then turn to school administrators, as their role has not yet been investigated in the literature. The issue of some key members of the profession being in opposition to the strategy and acting as choke-points; gifted programs used as embellishments or marketing tools; the shorttermism of programs due to loss of key people and funding; lack of teacher training in gifted, both in Initial Teacher Education and in professional development; school support of the social and emotional challenges; and finally the effect of political influences on gifted programs are all recurring themes and can be linked to the current situation in New Zealand and elsewhere. All are explored in this retrospective case study.

      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - Teacher catalysts: Characteristics of teachers who
           facilitate high academic success
    • Abstract: Horsley, Jennifer
      Research has identified that teachers influence student outcomes. In this study successful students identified what teachers said and did that made a difference to their high ability learners. Students reported professional and personal characteristics of their teachers that can be grouped into three categories: Teacher Catalysts, Teacher Mavericks and Teacher Inhibitors. They recognised that teacher expectations are critical to student success in New Zealand Qualifications Authority (NZQA) Scholarship. These findings were considered against the Differentiated Model of Giftedness and Talent (DMGT) and results suggest that further investigation of the dimensions of successful student-teacher relationships could identify how they can be promoted and nurtured in other students of high ability and their teachers.

      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 21 Issue 1 - Current practices in the education of gifted and
           advanced learners in south Australian schools
    • Abstract: Jarvis, Jane M; Henderson, Lesley
      Despite calls over the past several decades for increased attention to the needs of gifted and advanced learners, little is known about how South Australian schools currently identify and provide for these students. An online questionnaire was sent to all schools in the state and was completed by participants from 71 schools. Findings suggested inconsistency between schools in the combinations of measures used to identify gifted students and in the nature and content of educational provisions. Low rates of teacher professional development in gifted education were reported, despite most schools expecting classroom teachers to differentiate for gifted students and recommend students for advanced learning opportunities. Responses revealed a perceived tension between addressing the needs of gifted learners and catering for more disadvantaged groups. Few schools reported formally evaluating their provisions for gifted students. Recommendations are made for a renewed focus on the purpose and place of gifted education in South Australia (SA).

      PubDate: Thu, 13 Sep 2012 09:43:11 GMT
       
  • Volume 20 Issue 2 - News from around Australia: State and territory
           reports
    • Abstract: Barnes, Carol; Devlin, Nancy; Henderson, Lesley; de Clouet, Melissa; Ireland, Christine; Cramer, Derrin; McCallum, Colleen
      PubDate: Thu, 22 Mar 2012 09:44:57 GMT
       
  • Volume 20 Issue 2 - Conference announcements
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Wed, 21 Mar 2012 16:37:42 GMT
       
 
 
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