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.
{"title":"Identifying high academic potential in Australian Aboriginal children using dynamic testing","authors":"G. Chaffey, Stan B. Bailey, K. Vine","doi":"10.21505/AJGE.2015.0014","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0014","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"24-37"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249263","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 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.
动机问题与所有学生相关(Martin, 2001,2002, in press)。然而，对于某些特定的学生群体来说，不仅与动机的基本原则相关，而且还有一些额外的原则或问题需要考虑或完善。一个典型的例子就是天赋异禀的学生，尤其是那些成绩不佳的天赋异禀的学生。本文的目的是回顾与资优学生相关的关键激励问题，更具体地说，是对这些问题的改进或调整，以更有效地针对这些学生。据此，提出了多种教学策略，教育工作者可以使用这些策略来提高或维持天才学生。
{"title":"Motivating the Gifted and Talented: Lessons from Research and Practice.","authors":"Andrew J. Martin","doi":"10.21505/AJGE.2015.0016","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0016","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"52-60"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249424","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}
{"title":"The cost of high stakes testing for high-ability students","authors":"J. Jolly","doi":"10.21505/AJGE.2015.0005","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0005","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"30-36"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249166","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 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.
{"title":"Popular culture: A support or a disruption to talent development in the lives of rural adolescent gifted girls?","authors":"D. Wood, Wilma Vialle","doi":"10.21505/AJGE.2015.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0003","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68248960","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}
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.
{"title":"Scenario problem solving: A measure of the quality of gifted students' thinking","authors":"J. Munro","doi":"10.21505/AJGE.2015.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0004","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"23-29"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249075","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 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.
{"title":"Creativity and achievement: Words and wishes, waste or wisdom","authors":"J. Forster","doi":"10.21505/AJGE.2015.0007","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0007","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"52-58"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249233","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}
{"title":"Gifted Awareness Week Australia: 13th to the 19th of March 2016","authors":"M. Gindy","doi":"10.21505/ajge.2015.0009","DOIUrl":"https://doi.org/10.21505/ajge.2015.0009","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"73"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249594","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}
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.
{"title":"A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers' perspectives","authors":"Susen Smith","doi":"10.21505/AJGE.2015.0008","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0008","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"59-72"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249570","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 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.
本研究调查了三位前音乐天才(即Ervin Nyiregyhazi, Fanny Mendelssohn Hensel和David Helfgott)的职业生涯，他们做出了成熟的决定，将音乐作为职业，但成年后并没有达到预期的水平。许多可能导致他们成年后相对缺乏成功的个人因素似乎与自然能力以外的因素有关，包括低于最佳水平的社会心理技能，社会施加的限制，以及完全投入音乐的分心。更多的学术关注音乐神童的成年生涯是必要的，以确保未来的音乐神童得到更好的支持，以实现他们的潜力。
{"title":"Unfulfilled potential: The adult careers of former musical prodigies Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David Helfgott","authors":"J. Y. Jung","doi":"10.21505/AJGE.2015.0002","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0002","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"6-12"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68248847","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}
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.
{"title":"Student voice: What can we learn from twice-exceptional students about the teacher's role in enhancing or inhibiting academic selfconcept","authors":"G. Townend, D. Pendergast","doi":"10.21505/AJGE.2015.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0006","url":null,"abstract":"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.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68248769","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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