The purpose of the study was to investigate how knowledge of giftedness impacts self-concept of gifted adolescents. Guided by Sirgy’s (1997) Self-Congruity Theory and Shavelson et al.’s (1976) multidimensional hierarchical self-concept model, data collection was undertaken using semi-structured interviews with 11 Australian gifted adolescents and their parents. The collected data were analysed using reflexive thematic analysis. Four key themes emerged: (a) expectations from self and others, (b) the source and solutions to challenges, (c) the stigma of giftedness, and (d) parental involvement. In the findings, advanced knowledge of giftedness was associated with a more intense experience of stigma and a more internal locus of control. In addition, understanding giftedness was found to empower the parents of gifted students for more efficacious advocacy and support to cater to the needs of their gifted children.
{"title":"Know Thyself: How Gifted Adolescents’ Knowledge of Giftedness Impacts their Self-Concept","authors":"Vivien Wong, Jae Yup Jung","doi":"10.21505/ajge.2024.0004","DOIUrl":"https://doi.org/10.21505/ajge.2024.0004","url":null,"abstract":"The purpose of the study was to investigate how knowledge of giftedness impacts self-concept of gifted adolescents. Guided by Sirgy’s (1997) Self-Congruity Theory and Shavelson et al.’s (1976) multidimensional hierarchical self-concept model, data collection was undertaken using semi-structured interviews with 11 Australian gifted adolescents and their parents. The collected data were analysed using reflexive thematic analysis. Four key themes emerged: (a) expectations from self and others, (b) the source and solutions to challenges, (c) the stigma of giftedness, and (d) parental involvement. In the findings, advanced knowledge of giftedness was associated with a more intense experience of stigma and a more internal locus of control. In addition, understanding giftedness was found to empower the parents of gifted students for more efficacious advocacy and support to cater to the needs of their gifted children.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"16 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr Genevieve Thraves is a Senior Lecturer in Learning and Teaching, and Inclusive Education at the School of Education, at the University of New England. Her research is focused on high ability (gifted and talented) education. Genevieve has been a frequent contributor to the Australasian Journal of Gifted Education (Thraves, 2024; Thraves et al., 2021, 2022) in recent years.
{"title":"An Interview with Genevieve Thraves","authors":"Marie Young","doi":"10.21505/ajge.2024.0005","DOIUrl":"https://doi.org/10.21505/ajge.2024.0005","url":null,"abstract":"Dr Genevieve Thraves is a Senior Lecturer in Learning and Teaching, and Inclusive Education at the School of Education, at the University of New England. Her research is focused on high ability (gifted and talented) education. Genevieve has been a frequent contributor to the Australasian Journal of Gifted Education (Thraves, 2024; Thraves et al., 2021, 2022) in recent years.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"16 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to determine the factors that motivate teachers to differentiate curriculum for gifted students in a case study school in Victoria, Australia. For this purpose, 10 teachers from Year 7-9 mixed ability classes at the school were engaged in interviews about their practice of differentiation specifically for gifted students and the factors that either motivated or demotivated them to differentiate. Thematic analysis was conducted on the collected data. The resulting themes provided useful insights into the challenges that teachers face to cater for gifted students and their need for more support. The key findings of the study indicated the presence of many barriers to differentiating curriculum for gifted students including misconceptions, negative attitudes, gaps in support and competing interests. By comparison, the most significant motivator to differentiate curriculum for gifted students was around delivering ‘good teaching’, otherwise known as best practice teaching in the education sector. Findings suggest that a general lack of training in gifted education was evident in this context and suggest that greater school support and professional development is needed to assist teachers to provide appropriate differentiation for gifted students.
{"title":"Factors that Influence the Motivation for Teachers to Differentiate Curriculum for Gifted Students","authors":"Victoria Poulos, Jae Yup Jung","doi":"10.21505/ajge.2024.0003","DOIUrl":"https://doi.org/10.21505/ajge.2024.0003","url":null,"abstract":"This study sought to determine the factors that motivate teachers to differentiate curriculum for gifted students in a case study school in Victoria, Australia. For this purpose, 10 teachers from Year 7-9 mixed ability classes at the school were engaged in interviews about their practice of differentiation specifically for gifted students and the factors that either motivated or demotivated them to differentiate. Thematic analysis was conducted on the collected data. The resulting themes provided useful insights into the challenges that teachers face to cater for gifted students and their need for more support. The key findings of the study indicated the presence of many barriers to differentiating curriculum for gifted students including misconceptions, negative attitudes, gaps in support and competing interests. By comparison, the most significant motivator to differentiate curriculum for gifted students was around delivering ‘good teaching’, otherwise known as best practice teaching in the education sector. Findings suggest that a general lack of training in gifted education was evident in this context and suggest that greater school support and professional development is needed to assist teachers to provide appropriate differentiation for gifted students.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagné’s Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped the Australian policy landscape. With recent changes in the gifted education policy and guidance space in many Australian states and territories, it is appropriate to explore whether there is a paradigmatic shift occurring. This research adopted a document study methodology, and found that the DMGT is still a favoured model, which means that an essentialist vein continues to flow through many of the Australian state and territory gifted education approaches. At the same time, most states and territories are attempting to embrace more dynamic approaches to supporting giftedness, which leads to paradigmatic confusion at the policy and guidance level.
{"title":"The Australian Paradigm: A Point in Time Snapshot of Gifted Education Across Australian State and Territory Policy Documents, Guidance, and Web-Based Information","authors":"Genevieve Thraves","doi":"10.21505/ajge.2024.0002","DOIUrl":"https://doi.org/10.21505/ajge.2024.0002","url":null,"abstract":"Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagné’s Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped the Australian policy landscape. With recent changes in the gifted education policy and guidance space in many Australian states and territories, it is appropriate to explore whether there is a paradigmatic shift occurring. This research adopted a document study methodology, and found that the DMGT is still a favoured model, which means that an essentialist vein continues to flow through many of the Australian state and territory gifted education approaches. At the same time, most states and territories are attempting to embrace more dynamic approaches to supporting giftedness, which leads to paradigmatic confusion at the policy and guidance level.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr Rebecca D. Napier is a leading authority on giftedness, with a background in working with families and schools in Canada and Australia. She holds several degrees from American and Australian universities, and has a PhD in gifted education. Rebecca is currently undertaking postgraduate lecturing roles in gifted education at Flinders University. As the Director of Gifted Pathways, she is also a consultant and coach for schools and gifted families. She also recently held the position of Gifted Education Advisor to 103 South Australian Schools. Some of Rebecca’s other accomplishments include being a founding board member of Australia's first gifted school, and a board member of Australian gifted associations. Rebecca's practical experience and research findings have been supported by institutions including Flinders University, Australian Mensa, Debating SA, Chess School SA, Oliphant Science Awards, Tournament of Minds, ABC TV, and Life FM radio. Since 2001, Rebecca’s main mission has been the practical application of research into learning, development, and wellbeing for children. She has made a number of contributions to the Australasian Journal of Gifted Education (Napier & Halsey, 2022; Napier et al., 2023).
丽贝卡·d·纳皮尔博士是天才研究领域的权威，她在加拿大和澳大利亚的家庭和学校工作过。她拥有美国和澳大利亚大学的多个学位，并拥有资优教育博士学位。丽贝卡目前在弗林德斯大学从事资优教育研究生讲师的工作。作为天才之路的主任，她也是学校和天才家庭的顾问和教练。她最近还担任了103所南澳大利亚学校的资优教育顾问。丽贝卡的其他成就包括成为澳大利亚第一所资优学校的创始董事会成员，以及澳大利亚资优协会的董事会成员。丽贝卡的实践经验和研究成果得到了包括弗林德斯大学，澳大利亚门萨，辩论SA，国际象棋学校SA，奥列芬特科学奖，心灵锦标赛，ABC电视台和生活FM电台在内的机构的支持。自2001年以来，丽贝卡的主要任务是将研究应用于儿童的学习、发展和福祉。她曾为《澳大利亚资优教育杂志》(Napier &哈尔西,2022;Napier et al.， 2023)。
{"title":"An Interview with Dr Rebecca D. Napier","authors":"Marie Young","doi":"10.21505/ajge.2023.0015","DOIUrl":"https://doi.org/10.21505/ajge.2023.0015","url":null,"abstract":"Dr Rebecca D. Napier is a leading authority on giftedness, with a background in working with families and schools in Canada and Australia. She holds several degrees from American and Australian universities, and has a PhD in gifted education. Rebecca is currently undertaking postgraduate lecturing roles in gifted education at Flinders University. As the Director of Gifted Pathways, she is also a consultant and coach for schools and gifted families. She also recently held the position of Gifted Education Advisor to 103 South Australian Schools. Some of Rebecca’s other accomplishments include being a founding board member of Australia's first gifted school, and a board member of Australian gifted associations. Rebecca's practical experience and research findings have been supported by institutions including Flinders University, Australian Mensa, Debating SA, Chess School SA, Oliphant Science Awards, Tournament of Minds, ABC TV, and Life FM radio. Since 2001, Rebecca’s main mission has been the practical application of research into learning, development, and wellbeing for children. She has made a number of contributions to the Australasian Journal of Gifted Education (Napier & Halsey, 2022; Napier et al., 2023).","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Psychosocial Theoretical Model of Gifted Adolescent Girls’ Career Development (PTM) is a framework which reveals the interrelated factors that influence career development for gifted adolescent girls. The model was developed during the completion of a PhD thesis (Napier, 2020) and provides important new insights to support their career trajectories and encourage further research. The PTM is a comprehensive and compact guide for gifted education stakeholders in their advisory, support, and decision-making roles for this population. In particular, it facilitates both population and more bespoke career development provisions for gifted adolescent girls who, research indicates (Napier, 2020), are often motivated to meaningfully transform our world for the better. A range of significant recommendations is also provided for families, schools, and communities to support these young people who are altruistically driven to use their strengths and interests to make a difference in others’ lives.
{"title":"Gifted Adolescent Girls Speak Out: A Psychosocial Theoretical Model of Career Development","authors":"Rebecca D. Napier, Julie Clark, R. John Halsey","doi":"10.21505/ajge.2023.0012","DOIUrl":"https://doi.org/10.21505/ajge.2023.0012","url":null,"abstract":"The Psychosocial Theoretical Model of Gifted Adolescent Girls’ Career Development (PTM) is a framework which reveals the interrelated factors that influence career development for gifted adolescent girls. The model was developed during the completion of a PhD thesis (Napier, 2020) and provides important new insights to support their career trajectories and encourage further research. The PTM is a comprehensive and compact guide for gifted education stakeholders in their advisory, support, and decision-making roles for this population. In particular, it facilitates both population and more bespoke career development provisions for gifted adolescent girls who, research indicates (Napier, 2020), are often motivated to meaningfully transform our world for the better. A range of significant recommendations is also provided for families, schools, and communities to support these young people who are altruistically driven to use their strengths and interests to make a difference in others’ lives.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gagné’s Differentiated Model of Giftedness and Talent [DMGT] has enjoyed widespread uptake in Australia. Little work has been done, though, to determine if this popular model can account for culturally diverse views of its fundamental concepts. This article reports a study that compared the talent development infrastructure of Gagné’s DMGT (with a particular focus on the DMGT 2.0) with talent development from a Yolŋu (an Australian Aboriginal group) worldview. This comparison reveals that there is a tension between the DMGT’s formal process (D) and the Yolŋu’s more responsive approach to talent development. There is greater alignment, though, when the DMGT 2.0’s catalysts are considered; however, both the Intrapersonal (I) and Environmental (E) catalysts are mediated by the Yolŋu’s cultural context. Ultimately, the DMGT has some difficulty housing Yolŋu approaches to talent development.
{"title":"Yolŋu Way and the DMGT (Talent Development): A Mismatch","authors":"Genevieve Thraves, Miriam Dhurrkay","doi":"10.21505/ajge.2023.0013","DOIUrl":"https://doi.org/10.21505/ajge.2023.0013","url":null,"abstract":"Gagné’s Differentiated Model of Giftedness and Talent [DMGT] has enjoyed widespread uptake in Australia. Little work has been done, though, to determine if this popular model can account for culturally diverse views of its fundamental concepts. This article reports a study that compared the talent development infrastructure of Gagné’s DMGT (with a particular focus on the DMGT 2.0) with talent development from a Yolŋu (an Australian Aboriginal group) worldview. This comparison reveals that there is a tension between the DMGT’s formal process (D) and the Yolŋu’s more responsive approach to talent development. There is greater alignment, though, when the DMGT 2.0’s catalysts are considered; however, both the Intrapersonal (I) and Environmental (E) catalysts are mediated by the Yolŋu’s cultural context. Ultimately, the DMGT has some difficulty housing Yolŋu approaches to talent development.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A recent survey of the home-education community in Australia sought to identify the reasons why parents/guardians made the decision to home educate their children (Slater et al., 2022). Within the broader sample of 385 parents/guardians of 676 currently home educated children in Australia, the parents/guardians of 81 children cited the child being gifted as a reason for the child being home educated. Completed survey data returned by these parents/guardians were analysed. Thereafter, a sub-sample of these survey participants, comprising 16 parents/guardians of home-educated gifted children, were interviewed. Thematic and content analysis of all collected data indicated that the educational and emotional wellbeing of the child was a key motivator for home-educating. The reasons cited included the belief that there was a lack of provision of an appropriate curriculum, failure to appropriately differentiate and/or provide acceleration options, and a lack of understanding and ability to cater to the psychosocial and emotional needs of gifted students, in schools.
{"title":"Gifted and Home-Educated in Australia","authors":"Eileen Slater, Kate Burton, Susan Main","doi":"10.21505/ajge.2023.0014","DOIUrl":"https://doi.org/10.21505/ajge.2023.0014","url":null,"abstract":"A recent survey of the home-education community in Australia sought to identify the reasons why parents/guardians made the decision to home educate their children (Slater et al., 2022). Within the broader sample of 385 parents/guardians of 676 currently home educated children in Australia, the parents/guardians of 81 children cited the child being gifted as a reason for the child being home educated. Completed survey data returned by these parents/guardians were analysed. Thereafter, a sub-sample of these survey participants, comprising 16 parents/guardians of home-educated gifted children, were interviewed. Thematic and content analysis of all collected data indicated that the educational and emotional wellbeing of the child was a key motivator for home-educating. The reasons cited included the belief that there was a lack of provision of an appropriate curriculum, failure to appropriately differentiate and/or provide acceleration options, and a lack of understanding and ability to cater to the psychosocial and emotional needs of gifted students, in schools.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Roger Moltzen is an Emeritus Professor at the University of Waikato, New Zealand and an Adjunct Professor of Psychology at Universitas Airlangga, Indonesia. Prior to becoming an academic, he was a school teacher and principal. His previous roles at the University of Waikato include foundation chair of the Department of Human Development and Counselling, and Faculty Dean. He is a former Chair of the New Zealand Council of Deans of Education. His research and publications are in the areas of inclusive education, talent development, and tertiary teaching and learning. In 2005 he received the New Zealand Prime Minister's Supreme Tertiary Teaching Excellence Award. In 2018 he was made a Member of the New Zealand Order of Merit (MNZM) for services to education.
Roger Moltzen是新西兰怀卡托大学的名誉教授和印度尼西亚Airlangga大学的心理学兼职教授。在成为一名学者之前，他是一名学校教师和校长。他之前在怀卡托大学担任的职务包括人类发展与咨询系基金会主席和学院院长。他曾任新西兰教育院长理事会主席。他的研究和出版物涉及包容性教育、人才发展以及高等教育教学领域。2005年，他获得了新西兰总理颁发的最高高等教育卓越奖。2018年，他因教育服务被授予新西兰功绩勋章（MNZM）。
{"title":"An interview with Professor Roger Moltzen","authors":"N. Ballam","doi":"10.21505/ajge.2023.0005","DOIUrl":"https://doi.org/10.21505/ajge.2023.0005","url":null,"abstract":"Roger Moltzen is an Emeritus Professor at the University of Waikato, New Zealand and an Adjunct Professor of Psychology at Universitas Airlangga, Indonesia. Prior to becoming an academic, he was a school teacher and principal. His previous roles at the University of Waikato include foundation chair of the Department of Human Development and Counselling, and Faculty Dean. He is a former Chair of the New Zealand Council of Deans of Education. His research and publications are in the areas of inclusive education, talent development, and tertiary teaching and learning. In 2005 he received the New Zealand Prime Minister's Supreme Tertiary Teaching Excellence Award. In 2018 he was made a Member of the New Zealand Order of Merit (MNZM) for services to education.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46060255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For many years there has been ongoing, lively debate about the use of the term "gifted" when referring to able, talented, and creative students, or students who have the potential to achieve at a high level. Pro-giftedness supporters who use the term appear to lean on the fact that the term "gifted" has been successfully used for many decades, and no other better-accepted term exists or has been suggested as a replacement. The anti-giftedness researchers, psychologists and educators point to the implicit inequity of "giftedness", and their belief that when some children and adolescents are labelled as "gifted", others might feel unable, potentially unsuccessful, and even compartmentalized. This article intends to summarize the main perspectives and determine for the pro-giftedness view.
{"title":"Should we continue to use the term “giftedness”?","authors":"H. David","doi":"10.21505/ajge.2023.0004","DOIUrl":"https://doi.org/10.21505/ajge.2023.0004","url":null,"abstract":"For many years there has been ongoing, lively debate about the use of the term \"gifted\" when referring to able, talented, and creative students, or students who have the potential to achieve at a high level. Pro-giftedness supporters who use the term appear to lean on the fact that the term \"gifted\" has been successfully used for many decades, and no other better-accepted term exists or has been suggested as a replacement. The anti-giftedness researchers, psychologists and educators point to the implicit inequity of \"giftedness\", and their belief that when some children and adolescents are labelled as \"gifted\", others might feel unable, potentially unsuccessful, and even compartmentalized. This article intends to summarize the main perspectives and determine for the pro-giftedness view.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46658506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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