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  Subjects -> EDUCATION (Total: 1755 journals)
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EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
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: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 306)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 149)
Adult Education Quarterly     Hybrid Journal   (Followers: 142)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
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: 5)
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   (Followers: 1)
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-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 141)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 170)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
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)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
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: 19)
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: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 127)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
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: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 21)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
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: 32)
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: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
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: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 195)
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: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
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: 173)
British Journal of Educational Studies     Hybrid Journal   (Followers: 167)
British Journal of Educational Technology     Hybrid Journal   (Followers: 124)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 49)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
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   (Followers: 1)
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: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 14)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 7)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
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: 15)
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: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
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: 7)
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: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 29)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

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
    • 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 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
    • 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
    • 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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