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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
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EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 131)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 375)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Australasian Journal of Gifted Education
  [SJR: 0.115]   [H-I: 3]   [4 followers]  Follow
   Full-text available via subscription Subscription journal  (Not entitled to full-text)
   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
    • 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
    • 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
    • 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 25 Issue 2 - Conferences
    • PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - Reports
    • PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - Giftedness and talent in the 21st century. Adapting to
           the turbulence of globalization [Book Review]
    • Abstract: Prior, Susan
      Review(s) of: Giftedness and talent in the 21st century. Adapting to the turbulence of globalization, by Ambrose, D. and Sternberg, R. J. (Eds). (2016.) The Netherlands: Sense, 318pp. Paperback ISBN-9789463005012, Hardcover ISBN 9789463005029.

      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - Parents' experiences with their children's grade-based
           acceleration: Struggles, successes, and subsequent needs
    • Abstract: Dare, Lynn; Smith, Susen; Nowicki, Elizabeth
      Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools shared their experiences through an online questionnaire. We posed the following research question: "What are the experiences of parents whose children accelerate into classes with older classmates?" Our findings revealed that parents perceived successful academic, social, and emotional outcomes of acceleration for their children. However, parents encountered some resistance towards acceleration among teachers, which may have interfered with the availability of accelerative options. For some parents, illinformed attitudes among other adults placed a strain on parents' social relationships. Parents also described their accelerated children's educational needs, which were not universally met within their respective schools. Practical implications for parents and teachers considering acceleration are discussed.

      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - Editorial
    • Abstract: Plunkett, Margaret
      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - Perceptions of differentiating pedagogy for gifted
           readers, typically developing readers, and students with reading
           difficulties in multi-grade primary classrooms
    • Abstract: Smith, Susen; Arthur-Kelly, Michael
      Multi-grade primary classroom contexts provide opportunities to address the different needs of diverse learners through differentiating instruction. This mixed-methods study is a smaller component of a larger study undertaken in Australia, with other elements reported elsewhere. The study used ecobehavioural assessment to examine the relationships between observed classroom environments, teacher instruction, and behavioural responses of gifted readers, typically developing readers, and students with reading difficulties during literacy lessons in New South Wales (NSW) regional schools. Semi-structured interviews provided observed teachers' perceptions of their classroom instruction. The observation results indicated some key relationships between teacher instruction, student learning responses, and classroom learning contexts or ecologies. While the interviews identified some teacher perceived differentiated instruction for students with different reading needs, both methodological approaches produced evidence of some use of research-based differentiated practices for students with different learning needs.

      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - "I need to do better, but I don't know what to do":
           Primary teachers' experiences of talented young writers
    • Abstract: Easton, Vernitta; Gaffney, Janet S; Wardman, Janna
      The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of writing samples. Findings from this study indicated that the teachers did not use the school's policy guidelines on gifted and talented students. Teachers offered similar meanings of giftedness and talent, utilized a narrow range of behaviours in the identification process, and relied upon assessment data and teaching experience in decision making. Minimal in-class provisions were available to lift their achievement. Teachers identified many challenging aspects in teaching talented writers. This study reinforces the need for, and importance of, continuing professional development regarding the teaching of talented young writers in primary schools.

      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 2 - "Allowing them to flourish": Parents support the
           leadership, academic and administrative challenges of full-year
           acceleration of their children at high school
    • Abstract: Wardman, Janna
      Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N=16) of a group of New Zealand students (N=12) who were accelerated a full year in their first year of high school. The students completed five years secondary schooling in four years, before all proceeding to university, with the majority being 16 years old at time of entry instead of 17 or 18. As the data are substantial, the results are reported in two articles: the first reported on social and emotional challenges faced by the students. This current article reports on the parents' perceptions of the leadership, academic and administrative challenges of full-year acceleration. Most of the accelerands were moderately, not profoundly gifted and all resided in a lower socio-economic area. The parents reflect on the strategy of full-year acceleration and how it affected the opportunities available to their children. This positive account reinforces the international literature on the long-term benefits of full-year acceleration.

      PubDate: Fri, 4 Nov 2016 00:00:16 GMT
  • Volume 25 Issue 1 - From 'A nation deceived' to 'A nation empowered':
           Really? [Book Review]
    • Abstract: Wardman, Janna
      Review(s) of: A nation empowered: Evidence trumps the excuses holding back America's brightest students, edited by Susan G. Assouline, Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik and published by the Belin-Blank Center for Gifted and Talented Education at the University of Iowa.

      PubDate: Mon, 23 May 2016 10:36:51 GMT
  • Volume 25 Issue 1 - To sir, with love: Messages for educators from gifted
           financially disadvantaged young people
    • Abstract: Ballam, Nadine
      Over the last decade, the New Zealand Ministry of Education (2000, 2012) has continued to identify young people from low socioeconomic backgrounds as one of six groups who are consistently underrepresented in gifted and talented programmes in New Zealand schools. This paper reports on a research project that explored the lived experiences of 101 gifted young people from low socioeconomic backgrounds. These young people were invited to reflect on questions related to recognition and perceptions of their abilities, school and classroom provisions, and aspects of their schooling that limited or enabled the development of their talents. Three key messages that are relevant to educators emerged from their responses. These messages highlighted the importance of relationships, the pressure to perform and the main source of their drive to achieve. This paper provides a starting point for considering how gifted, financially disadvantaged students might be effectively supported to develop their potential.

      PubDate: Mon, 23 May 2016 10:34:33 GMT
  • Volume 25 Issue 1 - Gagne's DMGT and underachievers: The need for an
           alternative inclusive gifted model
    • Abstract: Wellisch, Mimi
      Most Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch and Brown, 2012) is reviewed and recommended as a replacement.

      PubDate: Mon, 23 May 2016 10:30:28 GMT
  • Volume 25 Issue 1 - How do academically successful Pasifika students
           perceive task value?
    • Abstract: Tait, Kirstin; Horsley, Jenny; Tait, Carolyn
      Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through subjective attainment, utility, and interest values. In-depth data were gathered from five high achieving Pasifika students who attained at least one NZQA Scholarship between 2005 and 2012. It was found that during the year these students sat the NZQA Scholarship examinations, their sources of value changed as they perceived different costs and opportunities associated with the NZQA Scholarship. Limitations, implications, and future directions for supporting high achieving Pasifika students are also discussed.

      PubDate: Mon, 23 May 2016 10:18:31 GMT
  • Volume 25 Issue 1 - Inside a gifted class: Classroom discourse patterns,
           teacher and student questions, and teacher revoicing
    • Abstract: Ogurlu, Uzeyir
      This study examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation - Response - Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n=20) and non-gifted (n=20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom.

      PubDate: Fri, 20 May 2016 16:13:30 GMT
  • Volume 25 Issue 1 - Preparation for teaching gifted students: An updated
           investigation into university offerings in New South Wales
    • Abstract: Fraser-Seeto, Kylie; Howard, Steven J; Woodcock, Stuart
      Gifted and talented students are a diverse and often overlooked group of students. Research suggests that this may be at least partly related to limited gifted and talented education training at the preservice level. In fact, within an Australian context, preservice training in gifted and talented education in Australia has consistently been found to be insufficient. Given that the last study of Australian preservice gifted and talented education offerings was conducted in 2005, however, the current study sought to investigate whether these provisions had substantially changed in the eight years since that study. Further, this study sought to provide a more detailed view of offerings (e.g., undergraduate vs. post-graduate, elective vs. compulsory, credit point values) by universities. Results revealed marginal increases in subject offerings at the undergraduate level, which continue to fall short of Senate recommendations, and a shift toward longer-term training at the post-graduate level. The implications of these trends for teacher preparedness are discussed.

      PubDate: Fri, 20 May 2016 16:01:43 GMT
  • Volume 25 Issue 1 - Conferences
    • PubDate: Tue, 17 May 2016 20:30:09 GMT
  • Volume 25 Issue 1 - News from around Australia
    • PubDate: Tue, 17 May 2016 20:30:09 GMT
  • Volume 25 Issue 1 - Editorial
    • Abstract: Jung, Jae Yup
      PubDate: Tue, 17 May 2016 20:30:09 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
    • 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
    • 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
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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