The catalyst for this book was Dr Kaufman’s personal journey as a twice exceptional (2e) individual. He acknowledged the difference a special education teacher had on the trajectory of his academic journey and successful career in cognitive psychology. It was his desire to engender an awareness of the concomitance of giftedness and disabilities, with the hope that unserved students with 2e would be recognised and supported.
{"title":"Book Review: Kaufman, Scott Barry (Ed.). (2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. New York, NY: Oxford University Press.","authors":"","doi":"10.21505/ajge.2020.0006","DOIUrl":"https://doi.org/10.21505/ajge.2020.0006","url":null,"abstract":"The catalyst for this book was Dr Kaufman’s personal journey as a twice exceptional (2e)\u0000individual. He acknowledged the difference a special education teacher had on the trajectory of his academic journey and successful career in cognitive psychology. It was his desire to engender an awareness of the concomitance of giftedness and disabilities, with the hope that unserved students with 2e would be recognised and supported.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545091","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 is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.
{"title":"An Interview with Professor Wilma Vialle","authors":"","doi":"10.21505/ajge.2020.0005","DOIUrl":"https://doi.org/10.21505/ajge.2020.0005","url":null,"abstract":"This is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48436041","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}
Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.
{"title":"Radical Subject Acceleration for Gifted Students: One School's Response","authors":"Kaye Chalwell, Therese M. Cumming","doi":"10.21505/ajge.2019.0014","DOIUrl":"https://doi.org/10.21505/ajge.2019.0014","url":null,"abstract":"Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44174980","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 small-scale study addresses the limited research available on the lifeworld experiences of gifted tertiary level students. Whilst there is a wealth of research on the experiences of gifted students at the primary and secondary school level, not much is known about the learning experiences of gifted undergraduates. This study seeks to give a voice to gifted undergraduates through a phenomenological framework, which is a methodology that allows the perceptions of the participant rather than that of outside researchers to take precedence. Four gifted graduates (2 male and 2 female) who attended a small, urban university in New South Wales and had achieved in the top 2% of their cohort were selected for this study. Participants described the types of learning environments that had supported their talent development such as mentorship and cross level classes, as well as types of social contexts that impeded the talent development process. Different types of social coping strategies were also uncovered. One interesting outcome of this study was the finding that many of the social coping strategies used by gifted students at the high school level were still in operation at the tertiary level. The implications of this study should help educators at the tertiary level better understand how to support the talent development process and develop optimal learning environments for their gifted student populations.
{"title":"The Role of Social Context in the Talent Development Process at the Higher Education Level","authors":"Katrina Eddles-Hirsch","doi":"10.21505/ajge.2019.0013","DOIUrl":"https://doi.org/10.21505/ajge.2019.0013","url":null,"abstract":"This small-scale study addresses the limited research available on the lifeworld experiences of gifted tertiary level students. Whilst there is a wealth of research on the experiences of gifted students at the primary and secondary school level, not much is known about the learning experiences of gifted undergraduates. This study seeks to give a voice to gifted undergraduates through a phenomenological framework, which is a methodology that allows the perceptions of the participant rather than that of outside researchers to take precedence. Four gifted graduates (2 male and 2 female) who attended a small, urban university in New South Wales and had achieved in the top 2% of their cohort were selected for this study. Participants described the types of learning environments that had supported their talent development such as mentorship and cross level classes, as well as types of social contexts that impeded the talent development process. Different types of social coping strategies were also uncovered. One interesting outcome of this study was the finding that many of the social coping strategies used by gifted students at the high school level were still in operation at the tertiary level. The implications of this study should help educators at the tertiary level better understand how to support the talent development process and develop optimal learning environments for their gifted student populations.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41744811","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 APA Handbook of Giftedness and Talent is one of the American Psychological Association (APA) Handbooks in Psychology series. This handbook brings together information on a wide range of topics related to gifted education. The forty-three chapters are organized into six sections: (1) history and global perspectives, (2) theories and conceptions of giftedness and talent, (3) gifted identification and assessment, (4) curriculum and instruction in gifted education, (5) psychological considerations in understanding the gifted, and (6) “special issues” such as twice-exceptionality, underachievement, perfectionism, and bullying.
{"title":"Book Review: Pfeiffer, S. I., Shaunessy-Dedrick, E., & Foley-Nicpon, M. (Eds.). (2018). APA handbooks in psychology: APA handbook of giftedness and talent. Washington, DC: American Psychological Association.","authors":"L. Dare","doi":"10.21505/ajge.2019.0016","DOIUrl":"https://doi.org/10.21505/ajge.2019.0016","url":null,"abstract":"The APA Handbook of Giftedness and Talent is one of the American Psychological Association (APA) Handbooks in Psychology series. This handbook brings together information on a wide range of topics related to gifted education. The forty-three chapters are organized into six sections: (1) history and global perspectives, (2) theories and conceptions of giftedness and talent, (3) gifted identification and assessment, (4) curriculum and instruction in gifted education, (5) psychological considerations in understanding the gifted, and (6) “special issues” such as twice-exceptionality, underachievement, perfectionism, and bullying.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47259552","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 2019, New Zealand advocates for gifted education created a shared position statement on the roles of specialist teachers of the gifted. The statement acknowledges that all teachers are teachers of the gifted, and require formal and informal learning about giftedness; it also outlines teaching, coordination, advocacy, and leadership roles which are embedded in a set of specialist teacher capabilities. Providing teachers with a continuum of informal and formal learning, from preservice through to advanced postgraduate study and research, is called for to develop a community of gifted education practitioners in New Zealand.
{"title":"Specialist Teachers of the Gifted: Positioning Their Roles in New Zealand","authors":"Tracy Riley","doi":"10.21505/ajge.2019.0015","DOIUrl":"https://doi.org/10.21505/ajge.2019.0015","url":null,"abstract":"In 2019, New Zealand advocates for gifted education created a shared position statement on the roles of specialist teachers of the gifted. The statement acknowledges that all teachers are teachers of the gifted, and require formal and informal learning about giftedness; it also outlines teaching, coordination, advocacy, and leadership roles which are embedded in a set of specialist teacher capabilities. Providing teachers with a continuum of informal and formal learning, from preservice through to advanced postgraduate study and research, is called for to develop a community of gifted education practitioners in New Zealand.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48469452","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 February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.
{"title":"Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives","authors":"N. Ballam, A. Sturgess","doi":"10.21505/ajge.2019.0012","DOIUrl":"https://doi.org/10.21505/ajge.2019.0012","url":null,"abstract":"In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43924731","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":"Interview with John K. Munro intuition pumped: Knowing-based differentiated pedagogy","authors":"Mariko A. Francis","doi":"10.21505/AJGE.2019.0005","DOIUrl":"https://doi.org/10.21505/AJGE.2019.0005","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41341743","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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