{"title":"Editorial","authors":"J. Y. Jung","doi":"10.21505/ajge.2019.0001","DOIUrl":"https://doi.org/10.21505/ajge.2019.0001","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42061752","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 purpose of this two-phase study was to validate the giftedness checklist of Sommer, Fink, and Neubauer (2008) in the Italian context, in both the version for teachers and for parents. The first phase was conducted with a sample of 570 children, 392 parents, and 136 teachers, with the aim of exploring the instrument factor structure, and analysing its psychometric properties. In the second phase, ratings provided by teachers and parents on the instrument were examined to investigate whether the instrument successfully discriminates between gifted and non-gifted students. Results indicate the usefulness of the instrument in the identification of giftedness.
{"title":"Identifying giftedness: Validation of an Italian language giftedness checklist for teachers and parents","authors":"R. Fabio, Caterina Buzzai","doi":"10.21505/AJGE.2019.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2019.0004","url":null,"abstract":"The purpose of this two-phase study was to validate the giftedness checklist of Sommer, Fink, and Neubauer (2008) in the Italian context, in both the version for teachers and for parents. The first phase was conducted with a sample of 570 children, 392 parents, and 136 teachers, with the aim of exploring the instrument factor structure, and analysing its psychometric properties. In the second phase, ratings provided by teachers and parents on the instrument were examined to investigate whether the instrument successfully discriminates between gifted and non-gifted students. Results indicate the usefulness of the instrument in the identification of giftedness.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49024782","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}
Review(s) of:Excellence Gaps in Education: Expanding Opportunities for Talented Students, Plucker, Jonathan A., and Peters, Scott J., (2016), Cambridge, MA: Harvard Education Press.
{"title":"Excellence gaps in education: Expanding opportunities for talented students [Book Review]","authors":"Marie Young","doi":"10.21505/AJGE.2019.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2019.0006","url":null,"abstract":"Review(s) of:Excellence Gaps in Education: Expanding Opportunities for Talented Students, Plucker, Jonathan A., and Peters, Scott J., (2016), Cambridge, MA: Harvard Education Press.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41865756","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}
An exploration was made in this study of the factors that affect teachers' attitudes towards gifted programs and provisions. For this purpose, survey data obtained from 182 Australian primary and secondary school teachers on a modified version of the Survey of Attitudes Towards Gifted Students and Gifted Education (Jung, 2014) were analysed using exploratory factor analysis and multiple regression analysis. A major finding of the study was that perceived knowledge of giftedness was a positive predictor of support for gifted programs/provisions, and a negative predictor of perceptions that gifted programs are elitist. Moreover, primary teachers were found to be more supportive of gifted programs than secondary school teachers. Interestingly, and in contrast with previous research, teachers who reported having substantial contact with gifted people were found to be less supportive of gifted programs and provisions than teachers with a low level of contact. The findings of the study may have significant implications for educators and policymakers seeking to improve teachers' attitudes toward gifted programs and provisions.
{"title":"Teachers' attitudes towards gifted programs and provisions: An Australian study of primary and secondary school teachers","authors":"Claire Mullen, J. Y. Jung","doi":"10.21505/AJGE.2019.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2019.0003","url":null,"abstract":"An exploration was made in this study of the factors that affect teachers' attitudes towards gifted programs and provisions. For this purpose, survey data obtained from 182 Australian primary and secondary school teachers on a modified version of the Survey of Attitudes Towards Gifted Students and Gifted Education (Jung, 2014) were analysed using exploratory factor analysis and multiple regression analysis. A major finding of the study was that perceived knowledge of giftedness was a positive predictor of support for gifted programs/provisions, and a negative predictor of perceptions that gifted programs are elitist. Moreover, primary teachers were found to be more supportive of gifted programs than secondary school teachers. Interestingly, and in contrast with previous research, teachers who reported having substantial contact with gifted people were found to be less supportive of gifted programs and provisions than teachers with a low level of contact. The findings of the study may have significant implications for educators and policymakers seeking to improve teachers' attitudes toward gifted programs and provisions.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44770108","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 single-subject design was used to examine the effectiveness of a higher-order questioning stimulus. Five children aged 3 to 5 years, who were assessed as being potentially gifted, took part in story-reading sessions in which higher-order questions were asked. A treatment effect was found for three of the five children, suggesting that the use of higher-order questions as part of a story-reading session has the potential to elicit linguistically complex language in young gifted children. Possible reasons for the absence, or reduction, of a treatment effect for two children, and the implications of the findings for practice and future research, are discussed.
{"title":"The Effect of Higher-Order Questioning on the Complexity of Gifted Preschoolers’ Language","authors":"R. L. Walsh, Coral Kemp","doi":"10.21505/AJGE.2019.0002","DOIUrl":"https://doi.org/10.21505/AJGE.2019.0002","url":null,"abstract":"A single-subject design was used to examine the effectiveness of a higher-order questioning stimulus. Five children aged 3 to 5 years, who were assessed as being potentially gifted, took part in story-reading sessions in which higher-order questions were asked. A treatment effect was found for three of the five children, suggesting that the use of higher-order questions as part of a story-reading session has the potential to elicit linguistically complex language in young gifted children. Possible reasons for the absence, or reduction, of a treatment effect for two children, and the implications of the findings for practice and future research, are discussed.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45654430","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":"2018 John Geake Award for an Outstanding Thesis","authors":"","doi":"10.21505/ajge.2018.0017","DOIUrl":"https://doi.org/10.21505/ajge.2018.0017","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49243954","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":"Editorial","authors":"N. Ballam, John C. Dean","doi":"10.21505/ajge.2018.0011","DOIUrl":"https://doi.org/10.21505/ajge.2018.0011","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46923862","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 much contention surrounding the term 'gifted' within Aotearoa New Zealand and international literature. Five teachers who were identified as exemplary teachers of gifted infants and toddlers by surveyed gifted and early childhood communities participated in this study. Whilst the majority of the community members used the term 'gifted' comfortably, the minority of teachers within the study were not confident to do so. Their reluctance to use the term gifted is examined through the power/knowledge dynamic drawing from the theory of Michel Foucault. This study found that giftedness was normalised or abnormalised according to the perspectives of the teachers, promoting particular ways of viewing the child. There was found to be a significant disconnect between the teachers' and communities' usage of the term 'gifted' which holds implications for their 'exemplary' designation.
{"title":"Tensions with the term 'gifted': New Zealand infant and toddler teachers' perpectives on giftedness","authors":"Andrea Delaune","doi":"10.21505/AJGE.2018.0012","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0012","url":null,"abstract":"There is much contention surrounding the term 'gifted' within Aotearoa New Zealand and international literature. Five teachers who were identified as exemplary teachers of gifted infants and toddlers by surveyed gifted and early childhood communities participated in this study. Whilst the majority of the community members used the term 'gifted' comfortably, the minority of teachers within the study were not confident to do so. Their reluctance to use the term gifted is examined through the power/knowledge dynamic drawing from the theory of Michel Foucault. This study found that giftedness was normalised or abnormalised according to the perspectives of the teachers, promoting particular ways of viewing the child. There was found to be a significant disconnect between the teachers' and communities' usage of the term 'gifted' which holds implications for their 'exemplary' designation.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47483434","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":"Banter, belonging, and being unique: Boys' experiences of acceleration in New Zealand","authors":"Lindsay Yeo, Tracy Riley, Vijaya M. Dharan","doi":"10.21505/AJGE.2018.0013","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0013","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956471","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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