for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 1769 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1479 journals)
    - HIGHER EDUCATION (119 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1479 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   (Followers: 1)
@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: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 52)
Accounting & Finance     Hybrid Journal   (Followers: 47)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
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: 59)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 44)
Active Learning in Higher Education     Hybrid Journal   (Followers: 298)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 156)
Adult Education Quarterly     Hybrid Journal   (Followers: 147)
Advanced Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
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: 6)
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: 20)
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: 152)
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: 174)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
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: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 34)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
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: 14)
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: 131)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 39)
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: 18)
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: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 22)
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: 33)
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: 408)
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: 3)
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: 204)
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: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
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: 174)
British Journal of Educational Studies     Hybrid Journal   (Followers: 146)
British Journal of Educational Technology     Hybrid Journal   (Followers: 128)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 50)
British Journal of Special Education     Hybrid Journal   (Followers: 45)
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: 96)
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: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
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: 29)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 17)
Children's Literature in Education     Hybrid Journal   (Followers: 9)
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: 2)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 13)
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: 20)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 9)
Community College Review     Hybrid Journal   (Followers: 8)
Community Development     Hybrid Journal   (Followers: 19)
Community Literacy Journal     Partially Free   (Followers: 3)
Comparative Education     Hybrid Journal   (Followers: 31)
Comparative Education Review     Full-text available via subscription   (Followers: 34)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 20)

        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  [401 journals]
  • Volume 25 Issue 2 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 25 Issue 2 - Reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 25 Issue 2 - Editorial
    • Abstract: Plunkett, Margaret
      PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 25 Issue 1 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 25 Issue 1 - News from around Australia
    • PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 25 Issue 1 - Editorial
    • Abstract: Jung, Jae Yup
      PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Motivating the gifted and talented: Lessons from
           research and practice
    • Abstract: Martin, Andrew J
      The issue of motivation is relevant to all students (Martin, 2001, 2002, in press). However, for some specific groups of students, not only are the fundamental principles of motivation relevant, but there are some additional principles or issues that need to be considered or refined. One case in point is the gifted and talented student, and in particular, the underachieving gifted and talented student. The purpose of this paper is to review the key motivational issues relevant to gifted and talented students, and more specifically, the refinements or adaptations of these issues that are required to more effectively target these students. Following from this, a variety of pedagogical strategies are proposed which educators can use to enhance or sustain gifted and talented students.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Providing an optimal school context for talent
           development: An extended curriculum program in practice
    • Abstract: Kronborg, Leonie; Plunkett, Margaret
      Developing the talents of academically able students in government secondary schools in Victoria, Australia, has recently gained support through the expansion of Select Entry Accelerated Learning (SEAL) Programs. In the private sector, a similar expansion of interest in talent development has occurred through the development and implementation of individually focused programs. This paper discusses an evaluative study undertaken in a private school in Melbourne, Australia during 2005. The evaluation involved the school's Extended Curriculum Program (ECP), which had been developed and introduced in 1999. The ECP was largely informed by the literature and teachings of American psychologist and gifted educator, Abraham Tannenbaum. The value and efficacy of the program was investigated from the perspective of students, parents, teachers and Heads of Department and found to be highly regarded by all. Major issues of relevance to emerge from the evaluation included the significant role of the program coordinator, the benefits of specific study in gifted education for staff, and the positive attitudes of involved students.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - 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, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - The relationship between self-esteem and academic
           achievement in high ability students: Evidence from the Wollongong Youth
           Study
    • Abstract: Vialle, Wilma; Heaven, Patrick CL; Ciarrochi, Joseph
      The relationship between self-esteem and academic achievement is one that is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. Refuting that commonly-held belief, this research examined the relationship between self-esteem and academic achievement in 65 high-ability secondary students, a sample drawn from a longitudinal study of over 900 students. The research demonstrated that there were no differences in measured self-esteem between the gifted and non-gifted students. More contentiously, though, the research found no correlation between self-esteem and academic achievement for the gifted group.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Identifying high academic potential in Australian
           Aboriginal children using dynamic testing
    • Abstract: Chaffey, Graham W; Bailey, Stan B; Vine, Ken W
      The primary purpose of this study was to determine the effectiveness of dynamic testing as a method for identifying high academic potential in Australian Aboriginal children. The 79 participating Aboriginal children were drawn from Years 3-5 in rural schools in northern New South Wales. The dynamic testing method used in this study involved a test-intervention-retest format where the intervention was designed to address predicted causes of underachievement. The dynamic testing method used in the present study proved to be an effective identification tool, revealing high academic potential in similar proportions to those in the instrument normative population. The present study has implications for both gifted education and Aboriginal education generally. These implications arise from the findings of this study that many of the children were 'invisible' underachievers and that it is possible to identify this underachievement in the dynamic testing process.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Reflections on the development and implementation of
           an enrichment program in early childhood: A metaphorical representation
    • Abstract: Garvis, Susanne; Prendergast, Donna
      The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade Preparatory to Year 2). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability, and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Teachers' attitudes towards the gifted: The importance
           of professional development and school culture
    • Abstract: Lassig, Carly
      Given that teachers have one of the most significant influences on the educational development of gifted students, reports of negative attitudes and beliefs in popular myths about giftedness are cause for concern. It is important to understand teachers' attitudes and beliefs to implement effective training and educational practices to improve education for gifted students. This study explored the attitudes of Australian primary school teachers (N = 126) towards intellectually gifted children and their education at eight schools. These schools could be categorised into four different classifications in regards to their involvement in gifted education. Key findings include significant associations between teachers' attitudes and their school classifications (p < .001), and their participation in gifted and talented education inservice training (p < .001). Findings from this study suggest that further teacher training and school-wide involvement in gifted education may assist in improving attitudes towards intellectually gifted children and their education.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - AAEGT president's report
    • Abstract: Ireland, Christine
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 2 - Editorial
    • Abstract: Jung, Jae Yup
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Gifted Education @ UNSW: Professional Learning and
           Development
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - State and territory reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Gifted Awareness Week Australia: 13th to the 19th of
           March 2016
    • Abstract: Gindy, Melinda
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Scenario problem solving: A measure of the quality of
           gifted students' thinking
    • Abstract: Munro, John K
      Teachers continue to face the challenge of identifying efficaciously gifted students' learning capacity in its multiple forms. While most educators acknowledge its multidimensional characteristics, the protocols used to identify it are frequently evaluated as unnecessarily restrictive. This study investigates an assessment tool that could potentially assist in responding to this challenge - the use of scenario problem solving tasks. These tasks present solvers with a scenario of a real world situation that has an embedded problem. A cohort of 357 third to sixth graders completed various conventional tasks used to identify verbal and nonverbal gifted students' learning capacity. As well they solved a scenario problem. The gifted students achieved higher problem solving scores than their non-gifted peers. The extent of gifted students' learning capacity influenced their outcomes; those gifted in both the verbal and nonverbal domains achieved the highest problem solving scores. As well, their solutions showed evidence of more elaborated and differentiated conceptual knowledge and a higher level of inferential, divergent thinking. They are consistent with gifted students' learning being characterized as intuitive theory formation, drawing on the ability to engage in analogistic thinking. The problem-solving tasks were shown to have moderate concurrent validity. The implications for the use of scenario problem solving in the future as a tool for identifying multiple forms of gifted students' learning capacity are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Popular culture: A support or a disruption to talent
           development in the lives of rural adolescent gifted girls'
    • Abstract: Wood, Denise
      Gifted adolescent rural girls live in a world where popular culture is a key source of information about their present and future lives. This study asked whether, as a key influence, popular culture supported or disrupted the talent development process of gifted adolescent girls in rural settings. Through an embedded case study approach this research study explored the responses of two groups of gifted adolescent girls to the messages presented to them in popular culture about talent development and giftedness. Data were generated predominantly through a series of focus groups and interviews. A narrative recount emerged after analysis of the recurring themes and stories. The study confirmed that, for girls, popular culture is a key source of influence on aspiration and identity, and that it tended to emphasise the importance of physical appearance and relationships. It identified popular culture as potentially both a disruption and a support to talent development for rural gifted girls. While popular culture was a key influence, it was not the only source of influence on young girls. The study concluded with a number of possible strategies for maximising the supportive aspects of popular culture while countering the disruptive elements.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Unfulfilled potential: The adult careers of former
           musical prodigies Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David
           Helfgott
    • Abstract: Jung, Jae Yup
      This study investigated the careers of three former musical prodigies (i.e., Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David Helfgott) who made mature decisions to pursue music as a career, but did not achieve at the expected levels of distinction as adults. Many of the individual factors that may contribute to their relative lack of adult success appear to be related to factors other than natural ability, including a less than optimal level of psychosocial skills, restrictions imposed by society, and distractions from a complete commitment to music. Greater scholarly attention to the adult careers of musical prodigies is necessary to ensure that future generations of musical prodigies are better supported to realise their potential.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Editorial
    • Abstract: Smith, Susen
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - A dynamic differentiation framework for talent
           enhancement: Findings from syntheses and teachers' perspectives
    • Abstract: Smith, Susen
      Differentiating curriculum and pedagogy is a dynamic process that is dependent on the interrelationship between intrapersonal and environmental factors that can support the unique educational needs of gifted students. A Model of Dynamic Differentiation (MoDD) was developed from a larger study based on the ecological systems theory, an in-depth literature review, and a mixed-methods study. The mixed-method study examined teacher's perspectives of differentiated instructional approaches in middle primary classrooms. Part of the larger study is reported here, that is, a case study of interviews of inservice teachers' perspectives of differentiated practice for intellectually gifted students in middle primary multi-grade classes. The MoDD enables educators to explore the interrelationships between relevant external and internal entities that support quality educational environments for gifted students and can be used to support teachers' planning and their implementation of differentiated teaching and learning. The author suggests four interconnected phases with exemplary principles and strategies to support differentiation for talent development in the primary classroom. Recommendations for future practice and research are also provided.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Creativity and achievement: Words and wishes, waste or
           wisdom
    • Abstract: Forster, Jill
      The raison d'etre of this paper is to encourage support for our gifted learners so that they have a better chance to emerge as our visionaries, our thinkers, our inventors, and our innovators. For those well in advance of their peers, what we can do as educators to optimize their vision and its application are the concerns of the paper. It urges that we make innovative opportunities real, both in professional learning and in the classroom. Its emphasis is on creativity through imaginative solutions to problems or challenges as a way to optimise gifted learners' achievement. To help make this happen, the writer's past and current research projects are outlined, including evaluative and action research. Creativity, its meaning delineated in the paper, is often misinterpreted or overlooked in its significance as a motivating and facilitating factor in true inventiveness. The paper invites a response from fellow researchers to be more active and collegial in our research of the complexities of creativity that necessarily stems from imagination applied in investigations that can lead to advances in many domains. It is not the intention in this paper to explain one specific research initiative but rather to aggregate some of the research in the field, the writer's previous and ongoing research and their place in furthering opportunities for creative thinking that might lead to innovation.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - Student voice: What can we learn from
           twice-exceptional students about the teacher's role in enhancing or
           inhibiting academic selfconcept
    • Abstract: Townend, Geraldine; Pendergast, Donna
      Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are intellectually gifted with a coexisting disability and hence present as a dual paradox for education systems, both in terms of being gifted and having a disability. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remains virtually unexplored. This research investigates teachers' influences on the school experience of twice-exceptional students and how these influences shape academic self-concept. A case study research design includes both quantitative instrument data and interview data. Findings provide new understandings about teachers' influences on academic self-concept for twice-exceptional students. This research contributes to a gap in the field and leads to a better understanding that can be applied to policy and practice for gifted education.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 24 Issue 1 - The cost of high stakes testing for high-ability
           students
    • Abstract: Jolly, Jennifer L
      Working from an agenda of school improvement, Australia's implementation of National Assessment Program: Literacy and Numeracy (NAPLAN) in 2008 and the MySchool website in 2010 appears strongly influenced by the mechanisms that have driven the reform/ accountability movement in the United States and the United Kingdom (Lingard, 2010; Polsel, Dulfer and Turnbull, 2012). While high-stakes tests such as NAPLAN are often executed under the pretence of creating greater equity and raising standards in schools, their unintended consequences often have the potential to impact negatively on students of all abilities, socioeconomic strata, and cultural backgrounds. A group of students often overlooked in this discourse are those with gifts and talents and of high-ability. The United States' 30-year history with high-stakes testing has had a deleterious impact on these students, particularly under the federal legislation of No Child Left Behind (NCLB) enacted in 2002. As Australian researcher Lingard has cautioned against such wholesale "policy borrowing" from countries such as the United States and advised that along with policy borrowing, Australian educational policy makers should also heed "policy learning" (Lingard, 2010). This article introduces the difficult lessons learned regarding high stakes testing and gifted learners in the U.S., emerging research regarding NAPLAN, and the implications for gifted learners in the Australian context such a shifting resources away from existing gifted programs, placing arbitrary ceilings on student performance, and the narrowing of curriculum.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - Will this history have a future': Building gifted
           provision for New Zealand - and a dilemma for the future
    • Abstract: Cathcart, Rosemary
      How does one develop a relevant and valid curriculum for gifted learners'

      Over the past thirty years a search for an answer to that question has been quietly evolving in New Zealand. It has been a long and carefully structured process, drawing into consideration not just curriculum itself but the various other factors that directly impact on how - and whether - such a curriculum can be delivered. This developmental process is, as it should be, an ongoing process, but it is reported here so that other researchers and practitioners can review its findings so far and the possible relevance of those findings for their own work.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - The impact of the Hong Kong policy for gifted
           education on pre-service teachers' conceptions of giftedness: An
           application of the pentagonal implicit theory of giftedness
    • Abstract: Chan, Alice; Phillipson, Shane N; Phillipson, Sivanes
      The gifted education policy in Hong Kong has been implemented since 2000. Despite this history, its impact on teachers in Hong Kong remains unknown. Using the Pentagonal Implicit Theory of Giftedness, this research investigated the effect of that change on teachers' views into the nature of giftedness and how gifted students could be identified. In-service teachers (n= 58) were convenience sampled and asked to respond to a questionnaire that depended on hypothetical students of either gender using the criteria of 'excellence', 'rarity', 'productivity', 'demonstrability', 'value to society' and 'value of product'. Responses were subjected to multiple regression analysis. The results show marked changes in teachers' views toward giftedness since 1998, particularly in the importance of 'rarity' and 'value of product'. The implications for the gifted education policy in Hong Kong are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - Editorial
    • Abstract: Vialle, Wilma
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - Mapping MI to the DMGT: A theoretical framework
    • Abstract: Walton, Russell
      When Howard Gardner proposed his Multiple Intelligences (MI) theory in 1983 it was not with the direct intent of influencing views or perceptions of gifted and talented education. Instead, he sought to change the way we view everyone's intelligence. That does not, however, preclude MI theory from having applicability for gifted and talented students, as the gifted and talented are, essentially, the highly intelligent, however that is viewed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - A computer-based peer nomination form to identify
           gifted and talented students
    • Abstract: Kaya, Fatih; Delen, Erhan
      Research has indicated that there are several methods and instruments to use in gifted and talented identification. Among them are peer nomination forms usually used to screen students. Students are asked to evaluate their classmates' behaviour based upon interactions and observations within classes. In a previous study conducted by the first author, a paperbased peer nomination form was developed and investigated to determine to what extent the peer nomination form could be used for the identification of high ability students. The current study was conducted to build on the promising results of the previous study. The main aim of the current study was to design a computer-based tool by enriching the content of the paper-based form with visual elements. The tool aimed to enrich the traditional paper-based peer nomination form by using advanced design and programming techniques. The proposed computer-based form is a new approach to screen and identify potential gifted and talented children. It has many advantages, including financial and technical. Screening some students before administering intelligence tests would also be helpful because intelligence tests require experienced persons to administer.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 2 - Young and misunderstood in the education system: A
           case study of giftedness and specific learning disabilities
    • Abstract: Wormald, Catherine; Vialle, Wilma; Rogers, Karen
      An academically child who is gifted with learning disabilities is not readily recognised within the education system as demonstrating such contradictory traits. While there is a growing body of literature on such twice-exceptional children, effective means of identification and educational interventions still lags behind. To understand how this situation impacts individuals, an intensive case study of a young man, Thomas, with both gifts and learning disabilities was undertaken. Outstanding knowledge but an inability to demonstrate and express that knowledge meant frustration for Thomas. As a consequence, his disability meant that he manifested as a student with behavioural issues in the classroom, including a lack of self-control. At home he expressed his dissatisfaction with his education and specifically with his teachers. He had his own ideas of what his education should look like and how this could be implemented. This case study discusses the challenges his mother experienced with identifying her child's disability and giftedness and ensuring that both exceptionalities were optimally developed. Through this case study, the roles an education system and parents of such a child must assume, if this development is going to occur, are highlighted.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Editorial
    • Abstract: Vialle, Wilma
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Why is diagnosing the gifted in Israel so
           problematic' On the problems of Israeli psychologists in diagnosing
           gifted children and the difficulties in deciphering such diagnoses
    • Abstract: David, Hanna
      Diagnosing the gifted is quite problematic and results, many a time, in giving incorrect diagnoses and inappropriate recommendations. This article will survey the main reasons Israeli gifted children are referred to psychological diagnoses and describe in detail the common problems in these diagnoses. These will include problems connected to the tests, as well as stemming from lack of either experience or awareness of the examiners, who are not always educated in the field of giftedness. The article seeks to contribute to the ability of professionals to give recommendations that are more suitable to the cognitive and emotional needs of the gifted child. The article will discuss the problems occurring quite often in diagnosing gifted children in Israel and abroad. These problems might lead to erroneous diagnoses, and as a result, recommendations that do not give a proper response to the cognitive and emotional needs of the gifted child. After the list of the main reasons for which gifted children are referred to psychological diagnoses in each age group, the problems that might occur in these diagnoses will be described. The problems will be divided into two main groups: those connected to the tests and those to the examiners, who in most cases are not used to diagnosing gifted children, nor have knowledge in the area of giftedness.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Acceleration: Dispelling the myths with research and
           reality
    • Abstract: Maher, Lynne; Geeves, Jonathon
      Acceleration, the practice of moving students through an educational program at a faster rate than usual, is an educational intervention for gifted students that is underutilised, largely due to the wealth of unsubstantiated myths and beliefs that both educators and parents attach to this practice. This paper identifies a range of accelerative options and explores the arguments that are often posed as reasons for not utilising these options. The beliefs and myths surrounding acceleration are categorised into those based on academic, social and emotional outcomes; on administrative issues; and on underpinning values held by individuals. The evidence from decades of research is presented to counter the myths and beliefs and to demonstrate that acceleration achieves positive gains in academic benefits and outcomes for the student, and no harm socially or emotionally. An individual student's experience is shared as illustrative of the broader research.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Defining a coordinated approach to gifted education
    • Abstract: Jarvis, Jane M; Henderson, Lesley
      Many teachers, schools, and education systems are committed to providing high-quality services for students identified as gifted, and it is not difficult to locate examples of engaging, challenging classes and programs designed for this group. However, strong alignment between a philosophy and definition of giftedness, identification practices, program models and evaluation practices are not always evident, and this can result in fragmented services with unclear goals. In addition, the potential for gifted education programs, practices and pedagogies to improve standards and outcomes for all students is rarely considered in the design and development of specialised programs. This paper draws from current literature to discuss selected elements of effective program design in gifted education and to define a coordinated approach to gifted education at school and systems levels.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Creativity in Hong Kong: Current contexts and issues
    • Abstract: Tam, Cecilia SY; Phillipson, Shane N; Phillipson, Sivanes
      The development of creativity is one of three "priority generic skills" in Hong Kong's educational reforms. Despite these reforms dating from 2000, Hong Kong's students are often criticised in the media for their lack of creativity. On the other hand, the research that examines students' creativity is more equivocal with some authors claiming that creativity has been enhanced while others that creativity has diminished. In examining this research more closely, we find that there is a general lack of understanding between the aims of creativity development, the way that creativity is defined, and the instruments used to assess creativity. We argue that conceptions of creativity amongst the Hong Kong Chinese differ from Western conceptions of creativity. In particular, we conclude that attempts to measure the development of creativity are hampered by instruments that do not reflect Chinese conceptions of creativity. As a way forward, we suggest that a socio-cultural perspective may be a better way to study creativity in the Hong Kong context.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 23 Issue 1 - Challenging secondary teachers to examine beliefs and
           pedagogy when teaching highly able students in mixed-ability health
           education classes
    • Abstract: Pedersen, Fiona; Kronborg, Leonie
      This qualitative investigation used a collective case study approach to explore the thoughts and actions of six health educators teaching in a secondary school. Teachers were given the opportunity to express ideas and opinions about teaching highly able students in their mixedability health classes in two semi-structured interviews, which were conducted pre and post professional learning. Additionally, each teacher was observed educating one mixed-ability health class. Findings suggest that various factors influenced teacher response in meeting the learning needs of highly able students in mixed-ability health classes. These included existing teacher beliefs about teaching and learning, teacher receptiveness to professional learning, and the role of the school context in creating an environment whereby teachers feel able to develop and implement appropriate pedagogies for highly able learners.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - Responding to professional learning: How effective
           teachers differentiate teaching and learning strategies to engage highly
           able adolescents
    • Abstract: Kronborg, Leonie; Plunkett, Margaret
      This paper outlines a study focusing on a review of professional learning provided to teachers in a new Australian selective high school for highly able students over a twoyear period. The aim was to investigate how the first two cohorts of teachers in this new selective environment perceived the characteristics and competencies required for teachers to be effective with highly academically able students. Considerable professional learning opportunities relating to these aspects had been provided to the teachers through a partnership with the Faculty of Education at Monash University and additionally by the leadership of the school and through collaboration with colleagues. Generally teachers had little prior experience with selective environments except at the leadership level. Findings illustrated that both cohorts had similar perceptions about required teaching qualities but differences existed in relation to the use of differentiated teaching strategies with the older, more experienced teachers reporting more frequent use of such strategies. As such, it was important to tailor professional learning to meet the needs of the less experienced teachers to assist their knowledge and understanding about the importance of differentiated instruction.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - Orienting preservice teachers towards gifted
           education: Schooluniversity partnerships
    • Abstract: Watters, James J; Hudson, Sue; Hudson, Peter
      Addressing the needs of gifted students is predicated on an understanding of many factors not least the nature of giftedness, appropriate curriculum design and specialist pedagogical practices. Knowledge needs to be acquired in context. Preservice teacher education programs tend to focus on pedagogical practices and present preservice teachers with content related to inclusive philosophies, strategies for teaching, and assessment techniques. Many preservice teachers do not have an awareness of the nature of giftedness or understandings around models of curriculum advocated for gifted education, despite practicum experiences and university education. This paper presents two case studies that describe interventions constructed through partnerships with schools to raise awareness of the nature of giftedness and provide concrete experiences for preservice teachers' interactions with gifted students. It will report strategies through which preservice teachers become engaged with gifted students in regular classrooms. Qualitative and quantitative evidence will be presented on the effectiveness of these models.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - The tension of attention: What it means to be a gifted
           and talented girl in a social media-saturated world
    • Abstract: Price, Eunice; Wardman, Janna; Millward, Pamela; Bruce, Toni
      With one billion monthly active users, Facebook is the most frequently accessed social networking site in the world (Tancer, 2012). This qualitative study, underpinned by phenomenological principles, sought to understand the social media experiences of five gifted and talented female leaders in senior high schools. The results revealed the complex negotiations for high-profile female school leaders whose existing in-school micro-celebrity status was exacerbated by having an online presence that allowed others to observe their lives through the window of their computer screen. The overarching essence of the participants' experiences of Facebook use was identified as "tension", which contained four sub-themes: Real versus Airbrushed; Public Broadcasting versus Private Relationships; My Time for Them versus My Time for Me; Viewing Life versus Living Life.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - Starting small: A staged approach to professional
           development in gifted education
    • Abstract: Watters, James J; Diezmann, Carmel
      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 eightyear 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - Editorial
    • Abstract: Vialle, Wilma
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 2 - 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 University. 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 1 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 1 - News from around Australia: GLD Australia
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 1 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 22 Issue 1 - Editorial
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 21 Issue 2 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 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, 2 Nov 2017 11:47:32 GMT
       
  • Volume 21 Issue 2 - Editorial
    • Abstract: Vialle, Wilma; Watters, James
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 21 Issue 1 - Conferences
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 21 Issue 1 - News from around Australia: State and territory
           reports
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 26 Issue 2 - Reports
    • PubDate: Fri, 27 Oct 2017 10:13:11 GMT
       
  • Volume 26 Issue 2 - The Routledge international handbook of research on
           teaching thinking [Book Review]
    • Abstract: Hay, Peta K
      Review(s) of: The Routledge international handbook of research on teaching thinking, by Wegerif, R. Li, L. & Kaufman, J. C. (Eds.) (2015), New York, NY: Routledge.

      PubDate: Fri, 27 Oct 2017 10:12:56 GMT
       
  • Volume 26 Issue 2 - Gagne's DMGT 2.0: A possible model of unification and
           shared understandings
    • Abstract: Bannister-Tyrrell, Michelle
      Gagne's (1985, 2004, 2008, 2010, 2013) Differentiated Model of Giftedness and Talent (DMGT) has evolved in response to findings from the research in cognitive and developmental psychology and neuroscience. As the DMGT is commonly used in Australia, it is important that the model reflects our understanding of intelligence, what high potential is considered to be, and how high intellectual potential might be "measured" (if in fact that is the correct term). This paper will outline the development of the DMGT that has led to its current manifestation, before concluding with a recommendation on the optimal version of the model to be used by practitioners and researchers.

      PubDate: Fri, 27 Oct 2017 10:12:15 GMT
       
  • Volume 26 Issue 2 - Gagne's differentiated model of giftedness and talent
           in Australian education
    • Abstract: Merrotsy, Peter
      It is commonly stated that in Australia Gagn 's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagn or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.

      PubDate: Fri, 27 Oct 2017 10:12:01 GMT
       
  • Volume 26 Issue 2 - Making a difference: A report on educators learning to
           plan for young gifted children
    • Abstract: Morrissey, Anne-Marie; Grant, Anne
      A three-session professional development (PD) program on planning for young gifted children was provided to sixty-six early childhood/early years educators, aiming to increase educators' professional knowledge and skills in this area. The program was grounded in a socio-cultural perspective that sees young gifted children as class members as well as individuals with specific needs. With this focus, the PD presented strategies for developing high quality educational programs to provide challenge for every child, including the most able learners. Participant evaluation feedback demonstrated an improved professional capacity to identify and plan for young gifted children. This was accompanied by an overt enthusiasm and confidence to be inclusive of the developmental needs of these children. The significance of this approach to professional development of educators is that it has the potential to increase appropriate educational provision for our young gifted children.

      PubDate: Fri, 27 Oct 2017 10:11:37 GMT
       
  • Volume 26 Issue 2 - Editorial
    • Abstract: Jung, Jae Yup
      PubDate: Fri, 27 Oct 2017 10:11:02 GMT
       
  • Volume 26 Issue 2 - Creative performances and gifted education: Studies
           from art education
    • Abstract: Thomas, Kerry
      This paper acknowledges that there is widespread support in Gifted Education for students' creative aptitudes to be identified as a domain that includes imagination, originality, fluency, and problem solving. I explore where and when these concepts originated and briefly identify how they are represented in Gifted Education. Then various exogenetic factors are considered that contribute to students' realising creative ends, which are often overlooked in educational literature. Drawing on an art education historical archive and my ethnographic research in visual arts education, I show how practice, field dependence, and reciprocity in the reality of social relations in creative classrooms between teachers and students figure more prominently than might be thought. The paper is intended to open up further discussion about some commonly held assumptions of natural creative ability.

      PubDate: Fri, 27 Oct 2017 10:10:42 GMT
       
  • Volume 26 Issue 2 - Conferences
    • PubDate: Thu, 26 Oct 2017 23:51:33 GMT
       
  • 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
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.234.255.29
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016