Most Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch and Brown, 2012) is reviewed and recommended as a replacement.
{"title":"Gagne's DMGT and underachievers: The need for an alternative inclusive gifted model","authors":"M. Wellisch","doi":"10.21505/AJGE.2016.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0003","url":null,"abstract":"Most Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch and Brown, 2012) is reviewed and recommended as a replacement.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"458 1","pages":"18-30"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249718","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: A nation empowered: Evidence trumps the excuses holding back America's brightest students, edited by Susan G. Assouline, Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik and published by the Belin-Blank Center for Gifted and Talented Education at the University of Iowa.
{"title":"From 'A nation deceived' to 'A nation empowered': Really?","authors":"Janna Wardman","doi":"10.21505/AJGE.2016.0007","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0007","url":null,"abstract":"Review(s) of: A nation empowered: Evidence trumps the excuses holding back America's brightest students, edited by Susan G. Assouline, Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik and published by the Belin-Blank Center for Gifted and Talented Education at the University of Iowa.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250006","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}
Over the last decade, the New Zealand Ministry of Education (2000, 2012) has continued to identify young people from low socioeconomic backgrounds as one of six groups who are consistently underrepresented in gifted and talented programmes in New Zealand schools. This paper reports on a research project that explored the lived experiences of 101 gifted young people from low socioeconomic backgrounds. These young people were invited to reflect on questions related to recognition and perceptions of their abilities, school and classroom provisions, and aspects of their schooling that limited or enabled the development of their talents. Three key messages that are relevant to educators emerged from their responses. These messages highlighted the importance of relationships, the pressure to perform and the main source of their drive to achieve. This paper provides a starting point for considering how gifted, financially disadvantaged students might be effectively supported to develop their potential.
{"title":"To sir, with love: Messages for educators from gifted financially disadvantaged young people","authors":"N. Ballam","doi":"10.21505/AJGE.2016.0002","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0002","url":null,"abstract":"Over the last decade, the New Zealand Ministry of Education (2000, 2012) has continued to identify young people from low socioeconomic backgrounds as one of six groups who are consistently underrepresented in gifted and talented programmes in New Zealand schools. This paper reports on a research project that explored the lived experiences of 101 gifted young people from low socioeconomic backgrounds. These young people were invited to reflect on questions related to recognition and perceptions of their abilities, school and classroom provisions, and aspects of their schooling that limited or enabled the development of their talents. Three key messages that are relevant to educators emerged from their responses. These messages highlighted the importance of relationships, the pressure to perform and the main source of their drive to achieve. This paper provides a starting point for considering how gifted, financially disadvantaged students might be effectively supported to develop their potential.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"3 1","pages":"5-17"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249674","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 and talented students are a diverse and often overlooked group of students. Research suggests that this may be at least partly related to limited gifted and talented education training at the preservice level. In fact, within an Australian context, preservice training in gifted and talented education in Australia has consistently been found to be insufficient. Given that the last study of Australian preservice gifted and talented education offerings was conducted in 2005, however, the current study sought to investigate whether these provisions had substantially changed in the eight years since that study. Further, this study sought to provide a more detailed view of offerings (e.g., undergraduate vs. post-graduate, elective vs. compulsory, credit point values) by universities. Results revealed marginal increases in subject offerings at the undergraduate level, which continue to fall short of Senate recommendations, and a shift toward longer-term training at the post-graduate level. The implications of these trends for teacher preparedness are discussed.
{"title":"Preparation for teaching gifted students: An updated investigation into university offerings in New South Wales","authors":"Kylie T Fraser-Seeto, S. Howard, Stuart Woodcock","doi":"10.21505/AJGE.2016.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0006","url":null,"abstract":"Gifted and talented students are a diverse and often overlooked group of students. Research suggests that this may be at least partly related to limited gifted and talented education training at the preservice level. In fact, within an Australian context, preservice training in gifted and talented education in Australia has consistently been found to be insufficient. Given that the last study of Australian preservice gifted and talented education offerings was conducted in 2005, however, the current study sought to investigate whether these provisions had substantially changed in the eight years since that study. Further, this study sought to provide a more detailed view of offerings (e.g., undergraduate vs. post-graduate, elective vs. compulsory, credit point values) by universities. Results revealed marginal increases in subject offerings at the undergraduate level, which continue to fall short of Senate recommendations, and a shift toward longer-term training at the post-graduate level. The implications of these trends for teacher preparedness are discussed.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"25 1","pages":"45-51"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249941","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}
Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through subjective attainment, utility, and interest values. In-depth data were gathered from five high achieving Pasifika students who attained at least one NZQA Scholarship between 2005 and 2012. It was found that during the year these students sat the NZQA Scholarship examinations, their sources of value changed as they perceived different costs and opportunities associated with the NZQA Scholarship. Limitations, implications, and future directions for supporting high achieving Pasifika students are also discussed.
{"title":"How Do Academically Successful Pasifika Students Perceive Task Value","authors":"Kirstin Tait, J. Horsley, Carolyn Tait","doi":"10.21505/AJGE.2016.0005","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0005","url":null,"abstract":"Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through subjective attainment, utility, and interest values. In-depth data were gathered from five high achieving Pasifika students who attained at least one NZQA Scholarship between 2005 and 2012. It was found that during the year these students sat the NZQA Scholarship examinations, their sources of value changed as they perceived different costs and opportunities associated with the NZQA Scholarship. Limitations, implications, and future directions for supporting high achieving Pasifika students are also discussed.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"25 1","pages":"47-57"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249859","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 examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation - Response - Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n=20) and non-gifted (n=20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom.
{"title":"Inside a gifted class: Classroom discourse patterns, teacher and student questions, and teacher revoicing","authors":"Uzeyir Ogurlu","doi":"10.21505/AJGE.2016.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2016.0004","url":null,"abstract":"This study examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation - Response - Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n=20) and non-gifted (n=20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"25 1","pages":"31-46"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249742","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}
Developing the talents of academically able students in government secondary schools in Victoria, Australia, has recently gained support through the expansion of Select Entry Accelerated Learning (SEAL) Programs. In the private sector, a similar expansion of interest in talent development has occurred through the development and implementation of individually focused programs. This paper discusses an evaluative study undertaken in a private school in Melbourne, Australia during 2005. The evaluation involved the school's Extended Curriculum Program (ECP), which had been developed and introduced in 1999. The ECP was largely informed by the literature and teachings of American psychologist and gifted educator, Abraham Tannenbaum. The value and efficacy of the program was investigated from the perspective of students, parents, teachers and Heads of Department and found to be highly regarded by all. Major issues of relevance to emerge from the evaluation included the significant role of the program coordinator, the benefits of specific study in gifted education for staff, and the positive attitudes of involved students.
{"title":"Providing an optimal school context for talent development: an extended curriculum program in practice","authors":"L. Kronborg, M. Plunkett","doi":"10.21505/AJGE.2015.0017","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0017","url":null,"abstract":"Developing the talents of academically able students in government secondary schools in Victoria, Australia, has recently gained support through the expansion of Select Entry Accelerated Learning (SEAL) Programs. In the private sector, a similar expansion of interest in talent development has occurred through the development and implementation of individually focused programs. This paper discusses an evaluative study undertaken in a private school in Melbourne, Australia during 2005. The evaluation involved the school's Extended Curriculum Program (ECP), which had been developed and introduced in 1999. The ECP was largely informed by the literature and teachings of American psychologist and gifted educator, Abraham Tannenbaum. The value and efficacy of the program was investigated from the perspective of students, parents, teachers and Heads of Department and found to be highly regarded by all. Major issues of relevance to emerge from the evaluation included the significant role of the program coordinator, the benefits of specific study in gifted education for staff, and the positive attitudes of involved students.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"61-69"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249493","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}
Despite calls over the past several decades for increased attention to the needs of gifted and advanced learners, little is known about how South Australian schools currently identify and provide for these students. An online questionnaire was sent to all schools in the state and was completed by participants from 71 schools. Findings suggested inconsistency between schools in the combinations of measures used to identify gifted students and in the nature and content of educational provisions. Low rates of teacher professional development in gifted education were reported, despite most schools expecting classroom teachers to differentiate for gifted students and recommend students for advanced learning opportunities. Responses revealed a perceived tension between addressing the needs of gifted learners and catering for more disadvantaged groups. Few schools reported formally evaluating their provisions for gifted students. Recommendations are made for a renewed focus on the purpose and place of gifted education in South Australia (SA).
{"title":"Current practices in the education of gifted and advanced learners in South Australian schools","authors":"J. Jarvis, L. Henderson","doi":"10.21505/AJGE.2015.0018","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0018","url":null,"abstract":"Despite calls over the past several decades for increased attention to the needs of gifted and advanced learners, little is known about how South Australian schools currently identify and provide for these students. An online questionnaire was sent to all schools in the state and was completed by participants from 71 schools. Findings suggested inconsistency between schools in the combinations of measures used to identify gifted students and in the nature and content of educational provisions. Low rates of teacher professional development in gifted education were reported, despite most schools expecting classroom teachers to differentiate for gifted students and recommend students for advanced learning opportunities. Responses revealed a perceived tension between addressing the needs of gifted learners and catering for more disadvantaged groups. Few schools reported formally evaluating their provisions for gifted students. Recommendations are made for a renewed focus on the purpose and place of gifted education in South Australia (SA).","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"70-86"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249555","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 relationship between self-esteem and academic achievement is one that is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. Refuting that commonly-held belief, this research examined the relationship between self-esteem and academic achievement in 65 high-ability secondary students, a sample drawn from a longitudinal study of over 900 students. The research demonstrated that there were no differences in measured self-esteem between the gifted and non-gifted students. More contentiously, though, the research found no correlation between self-esteem and academic achievement for the gifted group.
{"title":"The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth Study.","authors":"Wilma Vialle, P. Heaven, J. Ciarrochi","doi":"10.21505/AJGE.2015.0013","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0013","url":null,"abstract":"The relationship between self-esteem and academic achievement is one that is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. Refuting that commonly-held belief, this research examined the relationship between self-esteem and academic achievement in 65 high-ability secondary students, a sample drawn from a longitudinal study of over 900 students. The research demonstrated that there were no differences in measured self-esteem between the gifted and non-gifted students. More contentiously, though, the research found no correlation between self-esteem and academic achievement for the gifted group.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"22 1","pages":"17-23"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249699","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 profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade Preparatory to Year 2). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability, and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.
{"title":"Reflections on the Development and Implementation of an Enrichment Program in Early Childhood: A Metaphorical Representation.","authors":"S. Garvis, Donna Prendergast","doi":"10.21505/AJGE.2015.0015","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0015","url":null,"abstract":"The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade Preparatory to Year 2). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability, and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"14-27"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249340","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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