In the absence of any one single internationally accepted definition of giftedness, New Zealand has officially opted to advise schools to develop their own definitions. How wise is this for a policy? Can we come closer to a definition that is sound in terms of research and that also reflects what is uniquely and essentially New Zealand? This paper looks at the two main approaches to defining giftedness and then seeks to consider them within the New Zealand context, taking into account our culturally embedded values and our commitment to equity of provision.
{"title":"Giftedness for our time and place","authors":"R. Cathcart, Reach Education","doi":"10.21505/ajge.2018.0015","DOIUrl":"https://doi.org/10.21505/ajge.2018.0015","url":null,"abstract":"In the absence of any one single internationally accepted definition of giftedness, New Zealand has officially opted to advise schools to develop their own definitions. How wise is this for a policy? Can we come closer to a definition that is sound in terms of research and that also reflects what is uniquely and essentially New Zealand? This paper looks at the two main approaches to defining giftedness and then seeks to consider them within the New Zealand context, taking into account our culturally embedded values and our commitment to equity of provision.","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":"48068396","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 acceleration is used as an educational intervention within a majority of girls' schools in New Zealand that provide secondary education. This article reports on the findings of a national survey of single-sex girls' schools (N=40) that allows for a general overview of acceleration practices and provisions for this group. The findings of the study revealed that academic acceleration is being used, typically, as part of a continuum of provisions. Most schools reported that a multiplicity of provisions and practices are being offered to its students, including acceleration and enrichment, flexible school systems, supportive personnel, and an emphasis on personalised learning. The numbers of students accelerated, and the forms of acceleration, did not appear to be dependent on school size, school type, or a school's decile (i.e., its socio-economic level).
{"title":"Acceleration for gifted girls facilitated by multiplicity and flexibility of provision and practices","authors":"Margaret Crawford","doi":"10.21505/AJGE.2018.0014","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0014","url":null,"abstract":"Academic acceleration is used as an educational intervention within a majority of girls' schools in New Zealand that provide secondary education. This article reports on the findings of a national survey of single-sex girls' schools (N=40) that allows for a general overview of acceleration practices and provisions for this group. The findings of the study revealed that academic acceleration is being used, typically, as part of a continuum of provisions. Most schools reported that a multiplicity of provisions and practices are being offered to its students, including acceleration and enrichment, flexible school systems, supportive personnel, and an emphasis on personalised learning. The numbers of students accelerated, and the forms of acceleration, did not appear to be dependent on school size, school type, or a school's decile (i.e., its socio-economic level).","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":"48138220","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 study was to examine mathematically able female adolescents' perceptions of their accelerated mathematics programs. To this end, eight female adolescents were asked to reflect retrospectively in response to a self-administered questionnaire on their perceptions and experiences of a secondary accelerated mathematics program and their engagement in the Victorian Certificate of Education subject, Mathematical Methods Units 3 and 4, as accelerated Year 11 students. The qualitative findings revealed that the participants valued their accelerated mathematics learning opportunities, achieved satisfaction with their accelerated learning in their study of Mathematical Methods Units 3 and 4 and academic results, and appreciated the additional study choices in Year 12 that resulted from their accelerated learning. Statistical evidence obtained from the Victorian Curriculum and Assessment Authority (VCAA) that compared the results of Year 11 and 12 students studying Mathematical Methods Units 3 and 4 over two academic years found that the cohort of accelerated Year 11 students generated a higher mean score than their Year 12 counterparts. The findings of the study provide support for the educational practice of accelerating mathematical learning for highly mathematically able adolescents.
{"title":"Mathematically able female adolescents' perceptions of acceleration in mathematics","authors":"Julie Bartley-Buntz, L. Kronborg","doi":"10.21505/AJGE.2018.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0004","url":null,"abstract":"The purpose of this study was to examine mathematically able female adolescents' perceptions of their accelerated mathematics programs. To this end, eight female adolescents were asked to reflect retrospectively in response to a self-administered questionnaire on their perceptions and experiences of a secondary accelerated mathematics program and their engagement in the Victorian Certificate of Education subject, Mathematical Methods Units 3 and 4, as accelerated Year 11 students. The qualitative findings revealed that the participants valued their accelerated mathematics learning opportunities, achieved satisfaction with their accelerated learning in their study of Mathematical Methods Units 3 and 4 and academic results, and appreciated the additional study choices in Year 12 that resulted from their accelerated learning. Statistical evidence obtained from the Victorian Curriculum and Assessment Authority (VCAA) that compared the results of Year 11 and 12 students studying Mathematical Methods Units 3 and 4 over two academic years found that the cohort of accelerated Year 11 students generated a higher mean score than their Year 12 counterparts. The findings of the study provide support for the educational practice of accelerating mathematical learning for highly mathematically able adolescents.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44680303","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":"Reflecting on the DMGT in the Australian context: Response to Merrotsy","authors":"L. Henderson","doi":"10.21505/AJGE.2018.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0006","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916550","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 need to identify young gifted children so that their cognitive and socio-emotional needs may be better met by teachers and schools. This study reports on Australian teachers' perceptions of the benefits and limitations associated with the use of a multiple assessment instrument process for identifying intellectually gifted 6- and 7-year-old children in the classroom. The process included the use of the Gifted Characteristics Parent Questionnaire (GCPQ), the Gifted Characteristics Teacher Questionnaire (GCTQ), Achievement in the Early Years Test (AEY Test), and Raven's Coloured Progressive Matrices. Thirteen teachers from six metropolitan schools in an Australian city completed a Post Implementation Questionnaire to obtain their views on the implementation of the classroom-based identification process for gifted children. Data from five, multiple part open-ended questions were analysed using both thematic analysis techniques and content analysis. The findings of the study indicated several teachers' perceived benefits, including the capacity for the process to focus teachers on the individual child as a learner, and for the information collected by the various instruments to inform and direct teaching. The majority of teachers (85%) supported the formal testing format used in the AEY Test. Some limitations of the process related to equity of access for families with low English literacy levels and perceived subjectivity by both parents and teachers. This study suggested that a classroom-based, whole of population process for identifying gifted children could be effectively administered by teachers, in their classrooms, in a time- and cost-effective way with direct application to teaching and learning programs.
{"title":"Teacher perceptions of a pilot process for identifying intellectually gifted 6- and 7-year-old children in the classroom","authors":"E. Slater, C. Howitt","doi":"10.21505/AJGE.2018.0002","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0002","url":null,"abstract":"There is a need to identify young gifted children so that their cognitive and socio-emotional needs may be better met by teachers and schools. This study reports on Australian teachers' perceptions of the benefits and limitations associated with the use of a multiple assessment instrument process for identifying intellectually gifted 6- and 7-year-old children in the classroom. The process included the use of the Gifted Characteristics Parent Questionnaire (GCPQ), the Gifted Characteristics Teacher Questionnaire (GCTQ), Achievement in the Early Years Test (AEY Test), and Raven's Coloured Progressive Matrices. Thirteen teachers from six metropolitan schools in an Australian city completed a Post Implementation Questionnaire to obtain their views on the implementation of the classroom-based identification process for gifted children. Data from five, multiple part open-ended questions were analysed using both thematic analysis techniques and content analysis. The findings of the study indicated several teachers' perceived benefits, including the capacity for the process to focus teachers on the individual child as a learner, and for the information collected by the various instruments to inform and direct teaching. The majority of teachers (85%) supported the formal testing format used in the AEY Test. Some limitations of the process related to equity of access for families with low English literacy levels and perceived subjectivity by both parents and teachers. This study suggested that a classroom-based, whole of population process for identifying gifted children could be effectively administered by teachers, in their classrooms, in a time- and cost-effective way with direct application to teaching and learning programs.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43347005","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}
Enabling ability and growing talent is central to our professional work with young people. This paper is a 'think piece' that draws on findings from two research projects from the Aotearoa New Zealand context to highlight elements that appear to be central to enabling ability and growing talent in young people. A dialogic process was used to identify and explore commonalities from projects from two distinct fields of study: giftedness and talent, and outdoor education. This paper explores the three interrelated elements of sense of self, sense of place, and sense of belonging. Vignettes drawn from each of the research projects are used to provide insights into young people's experiencing of each of these elements. We speculate about self, place, and belonging as important constituents for enabling ability and growing talent in a range of educational settings.
{"title":"Enabling ability and growing talent: The contribution of self, place, and belonging","authors":"N. Ballam, M. Cosgriff","doi":"10.21505/AJGE.2018.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0003","url":null,"abstract":"Enabling ability and growing talent is central to our professional work with young people. This paper is a 'think piece' that draws on findings from two research projects from the Aotearoa New Zealand context to highlight elements that appear to be central to enabling ability and growing talent in young people. A dialogic process was used to identify and explore commonalities from projects from two distinct fields of study: giftedness and talent, and outdoor education. This paper explores the three interrelated elements of sense of self, sense of place, and sense of belonging. Vignettes drawn from each of the research projects are used to provide insights into young people's experiencing of each of these elements. We speculate about self, place, and belonging as important constituents for enabling ability and growing talent in a range of educational settings.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44656468","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":"Empowering gifted and talented youth: The \"N\" youth activity precinct","authors":"S. Donnison, M. Marshman","doi":"10.21505/AJGE.2018.0005","DOIUrl":"https://doi.org/10.21505/AJGE.2018.0005","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46026172","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":"J. Y. Jung","doi":"10.21505/ajge.2018.0001","DOIUrl":"https://doi.org/10.21505/ajge.2018.0001","url":null,"abstract":"","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587598","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}
It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagne or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.
{"title":"Gagné's differentiated model of giftedness and talent in Australian education","authors":"P. Merrotsy","doi":"10.21505/AJGE.2017.0014","DOIUrl":"https://doi.org/10.21505/AJGE.2017.0014","url":null,"abstract":"It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagne or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"26 1","pages":"29-42"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42794460","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 three-session professional development (PD) program on planning for young gifted children was provided to sixty-six early childhood/early years educators, aiming to increase educators' professional knowledge and skills in this area. The program was grounded in a socio-cultural perspective that sees young gifted children as class members as well as individuals with specific needs. With this focus, the PD presented strategies for developing high quality educational programs to provide challenge for every child, including the most able learners. Participant evaluation feedback demonstrated an improved professional capacity to identify and plan for young gifted children. This was accompanied by an overt enthusiasm and confidence to be inclusive of the developmental needs of these children. The significance of this approach to professional development of educators is that it has the potential to increase appropriate educational provision for our young gifted children.
{"title":"Making a difference: a report on educators learning to plan for young gifted children","authors":"A. Morrissey, A. Grant","doi":"10.21505/AJGE.2017.0013","DOIUrl":"https://doi.org/10.21505/AJGE.2017.0013","url":null,"abstract":"A three-session professional development (PD) program on planning for young gifted children was provided to sixty-six early childhood/early years educators, aiming to increase educators' professional knowledge and skills in this area. The program was grounded in a socio-cultural perspective that sees young gifted children as class members as well as individuals with specific needs. With this focus, the PD presented strategies for developing high quality educational programs to provide challenge for every child, including the most able learners. Participant evaluation feedback demonstrated an improved professional capacity to identify and plan for young gifted children. This was accompanied by an overt enthusiasm and confidence to be inclusive of the developmental needs of these children. The significance of this approach to professional development of educators is that it has the potential to increase appropriate educational provision for our young gifted children.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"26 1","pages":"16-28"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44049995","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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