Genevieve Thraves, Miriam Dhurrkay, P. Baker, J. Berman
Giftedness has long been recognised as a cultural construct. Further, the processes and practices for developing talents are culturally influenced. Yet, there is little existing research into Australian Aboriginal understandings of giftedness and talent. There is a need to move beyond pan-Aboriginality when considering Australian Aboriginal views, and with this in mind, this paper reports the findings of an investigation into Yolŋu conceptions of giftedness, talent, and talent development. Importantly, for the Yolŋu participants in this study, these constructs are grounded in their foundation law (Djalkiri Rom). It follows that identification of giftedness relies on observation of traits and behaviours that, when harnessed, will serve these cultural priorities. It also follows that the practices and processes used by the Yolŋu to develop talents will be mediated by their cultural milieu. This has implications for young people from cultural minority backgrounds, including Australian Aboriginal students, who often find their approaches to giftedness and talent sidelined at school.
{"title":"Djalkiri Rom and Gifts, Talents, and Talent Development: Yolnu Way, an Australian Aboriginal Approach to Talent Development","authors":"Genevieve Thraves, Miriam Dhurrkay, P. Baker, J. Berman","doi":"10.21505/AJGE.2021.0002","DOIUrl":"https://doi.org/10.21505/AJGE.2021.0002","url":null,"abstract":"Giftedness has long been recognised as a cultural construct. Further, the processes and practices for developing talents are culturally influenced. Yet, there is little existing research into Australian Aboriginal understandings of giftedness and talent. There is a need to move beyond pan-Aboriginality when considering Australian Aboriginal views, and with this in mind, this paper reports the findings of an investigation into Yolŋu conceptions of giftedness, talent, and talent development. Importantly, for the Yolŋu participants in this study, these constructs are grounded in their foundation law (Djalkiri Rom). It follows that identification of giftedness relies on observation of traits and behaviours that, when harnessed, will serve these cultural priorities. It also follows that the practices and processes used by the Yolŋu to develop talents will be mediated by their cultural milieu. This has implications for young people from cultural minority backgrounds, including Australian Aboriginal students, who often find their approaches to giftedness and talent sidelined at school.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"55 1","pages":"5-22"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250029","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}
There is a considerable gap in empirical research on the prevalence rates of twice-exceptional students in Australian schools. Governments expect statistics when developing education policy and implementing funding support, so it is therefore imperative, as far as practicable, to quantify the number of twice-exceptional learners in Australia. Within the international literature, a number of different estimates exist of the prevalence of twice-exceptional students. However, the challenges of identifying two (or more) exceptionalities means that the exact prevalence rates of these learners remains unknown. Current research in this area is limited. Given the prevailing notions of giftedness and disability, this article explores the viability of convincingly estimating the number of twice-exceptional students in Australia. Knowledge of this prevalence is important to garner support and funding for these learners across schooling sectors.
{"title":"Twice-Exceptionality in Australia: Prevalence Estimates","authors":"Michelle Ronksley-Pavia","doi":"10.21505/ajge.2020.0013","DOIUrl":"https://doi.org/10.21505/ajge.2020.0013","url":null,"abstract":"There is a considerable gap in empirical research on the prevalence rates of twice-exceptional students in Australian schools. Governments expect statistics when developing education policy and implementing funding support, so it is therefore imperative, as far as practicable, to quantify the number of twice-exceptional learners in Australia. Within the international literature, a number of different estimates exist of the prevalence of twice-exceptional students. However, the challenges of identifying two (or more) exceptionalities means that the exact prevalence rates of these learners remains unknown. Current research in this area is limited. Given the prevailing notions of giftedness and disability, this article explores the viability of convincingly estimating the number of twice-exceptional students in Australia. Knowledge of this prevalence is important to garner support and funding for these learners across schooling sectors.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382388","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}
Editorial for the December 2020 issue of the Australasian Journal of Gifted Education
《澳大拉西亚天才教育杂志》2020年12月号社论
{"title":"Editorial","authors":"","doi":"10.21505/ajge.2020.0011","DOIUrl":"https://doi.org/10.21505/ajge.2020.0011","url":null,"abstract":"Editorial for the December 2020 issue of the Australasian Journal of Gifted Education","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436582","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 provisions and other support measures available to gifted students in rural and remote Queensland high schools through a systematic website and document analysis. The aims of the study were to identify those provisions and measures being implemented for identified gifted students in rural and remote Queensland high schools, to identify the provisions and supportive measures that are being implemented most often, and the attitudes in rural and remote Queensland high schools toward provisions and supportive measures for gifted education. One of the recommendations of the study is the need for further in-depth research on provisions and supportive measures for gifted students living in rural and remote areas of Queensland.
{"title":"Provisions for Gifted and Talented Students in Queensland Rural and Remote High Schools","authors":"","doi":"10.21505/ajge.2020.0012","DOIUrl":"https://doi.org/10.21505/ajge.2020.0012","url":null,"abstract":"This study investigated the provisions and other support measures available to gifted students in rural and remote Queensland high schools through a systematic website and document analysis. The aims of the study were to identify those provisions and measures being implemented for identified gifted students in rural and remote Queensland high schools, to identify the provisions and supportive measures that are being implemented most often, and the attitudes in rural and remote Queensland high schools toward provisions and supportive measures for gifted education. One of the recommendations of the study is the need for further in-depth research on provisions and supportive measures for gifted students living in rural and remote areas of Queensland.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43628500","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}
Moral development in gifted education is an issue of imperative importance due to the potential of gifted students to change the world. In consideration of this issue and the lack of research on the topic, this study examined the extent to which moral development was present within the senior secondary English curricula at an academically selective gifted and talented school. Due to multiple criticisms of the Stages of Moral Development theory, which is commonly used in educational research on morality, this study was guided by an alternative framework - Rest's Four Component Model of Morality. The findings of the study indicated that moral development was reflected only to a limited extent within the English curricula offered at the academically selective gifted and talented school.
{"title":"Examining the Four Components of Morality within the Senior Secondary English Curricula\u0000at a Gifted and Talented School","authors":"","doi":"10.21505/ajge.2020.0014","DOIUrl":"https://doi.org/10.21505/ajge.2020.0014","url":null,"abstract":"Moral development in gifted education is an issue of imperative importance due to the potential of gifted students to change the world. In consideration of this issue and the lack of research on the topic, this study examined the extent to which moral development was present within the senior secondary English curricula at an academically selective gifted and talented school. Due to multiple criticisms of the Stages of Moral Development theory, which is commonly used in educational research on morality, this study was guided by an alternative framework - Rest's Four Component Model of Morality. The findings of the study indicated that moral development was reflected only to a limited extent within the English curricula offered at the academically selective gifted and talented school.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47392809","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}
In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.
{"title":"Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.","authors":"","doi":"10.21505/ajge.2020.0016","DOIUrl":"https://doi.org/10.21505/ajge.2020.0016","url":null,"abstract":"In this first edition book, editors Jolly and Jarvis have compiled a range of important,\u0000contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand\u0000Universities and organisations. Exploring Gifted Education: Australian and New Zealand\u0000Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44457407","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}
Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.
{"title":"An Interview with Associate Professor Margaret Plunkett","authors":"","doi":"10.21505/ajge.2020.0015","DOIUrl":"https://doi.org/10.21505/ajge.2020.0015","url":null,"abstract":"Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49621723","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 article is drawn from a doctoral study that investigated initial teacher educators' views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators' understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand's ITE programmes likewise emphasise relationships, which is a core principle of Te Whariki, Aotearoa New Zealand's early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and whanau (families) as a strategy to respond to individual needs.
{"title":"How Giftedness is Understood and Practised in Initial Teacher Education Programmes in Aotearoa New Zealand","authors":"M. Wong","doi":"10.21505/ajge.2020.0004","DOIUrl":"https://doi.org/10.21505/ajge.2020.0004","url":null,"abstract":"This article is drawn from a doctoral study that investigated initial teacher educators' views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators' understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand's ITE programmes likewise emphasise relationships, which is a core principle of Te Whariki, Aotearoa New Zealand's early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and whanau (families) as a strategy to respond to individual needs.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"29 1","pages":"41-51"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469099","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 complex learning and socio-emotional profiles of students who are twice exceptional are often accompanied by challenges to their identification and support in the primary school. This exploratory research project, conducted in a primary school in New South Wales, Australia, focused on developing and trialling a comprehensive and useful assessment tool for teachers to use in the preliminary stage of investigating whether students might be twice-exceptional. Using mixed methods research methodology and a Participatory Action Research design, three primary-school teachers (including the first author) developed the Teacher Checklist Questionnaire (TCQ) based mainly on published research and anecdotal findings. All teachers at the school site from Years 2 to 6 (N = 10) participated in the first trial of the TCQ and the results from the analyses were positive in terms of validity, reliability, and usefulness. The main conclusion is that the tool shows promise as an early investigative tool to assess twice-exceptional students.
{"title":"Might this Student be Twice-Exceptional? A Preliminary Assessment Tool for Primary-School Teachers","authors":"M. Haines, L. Cornish, Michelle Bannister-Tyrrell","doi":"10.21505/ajge.2020.0003","DOIUrl":"https://doi.org/10.21505/ajge.2020.0003","url":null,"abstract":"The complex learning and socio-emotional profiles of students who are twice exceptional are often accompanied by challenges to their identification and support in the primary school. This exploratory research project, conducted in a primary school in New South Wales, Australia, focused on developing and trialling a comprehensive and useful assessment tool for teachers to use in the preliminary stage of investigating whether students might be twice-exceptional. Using mixed methods research methodology and a Participatory Action Research design, three primary-school teachers (including the first author) developed the Teacher Checklist Questionnaire (TCQ) based mainly on published research and anecdotal findings. All teachers at the school site from Years 2 to 6 (N = 10) participated in the first trial of the TCQ and the results from the analyses were positive in terms of validity, reliability, and usefulness. The main conclusion is that the tool shows promise as an early investigative tool to assess twice-exceptional students.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"29 1","pages":"23-40"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42368703","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 underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social-emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study - in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.
{"title":"A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys","authors":"Shaun Hately, G. Townend","doi":"10.21505/ajge.2020.0002","DOIUrl":"https://doi.org/10.21505/ajge.2020.0002","url":null,"abstract":"Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social-emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study - in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"29 1","pages":"6-22"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43900976","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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