Australasian Journal of Gifted Education最新文献_第10页

Identifying high academic potential in Australian Aboriginal children using dynamic testing 利用动态测试识别澳大利亚土著儿童的高学术潜力

Australasian Journal of Gifted Education Pub Date : 2015-12-01 DOI: 10.21505/AJGE.2015.0014

G. Chaffey, Stan B. Bailey, K. Vine

引用次数: 18

Motivating the Gifted and Talented: Lessons from Research and Practice. 激励天才:来自研究和实践的教训。

Australasian Journal of Gifted Education Pub Date : 2015-12-01 DOI: 10.21505/AJGE.2015.0016

Andrew J. Martin

引用次数: 3

The cost of high stakes testing for high-ability students 高能力学生的高风险考试成本

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0005

J. Jolly

引用次数: 5

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0003

D. Wood, Wilma Vialle

{"title":"Popular culture: A support or a disruption to talent development in the lives of rural adolescent gifted girls?","authors":"D. Wood, Wilma Vialle","doi":"10.21505/AJGE.2015.0003","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0003","url":null,"abstract":"Gifted adolescent rural girls live in a world where popular culture is a key source of information about their present and future lives. This study asked whether, as a key influence, popular culture supported or disrupted the talent development process of gifted adolescent girls in rural settings. Through an embedded case study approach this research study explored the responses of two groups of gifted adolescent girls to the messages presented to them in popular culture about talent development and giftedness. Data were generated predominantly through a series of focus groups and interviews. A narrative recount emerged after analysis of the recurring themes and stories. The study confirmed that, for girls, popular culture is a key source of influence on aspiration and identity, and that it tended to emphasise the importance of physical appearance and relationships. It identified popular culture as potentially both a disruption and a support to talent development for rural gifted girls. While popular culture was a key influence, it was not the only source of influence on young girls. The study concluded with a number of possible strategies for maximising the supportive aspects of popular culture while countering the disruptive elements.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68248960","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}

引用次数: 4

Scenario problem solving: A measure of the quality of gifted students' thinking 情境问题解决:资优学生思维质量的衡量标准

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0004

J. Munro

{"title":"Scenario problem solving: A measure of the quality of gifted students' thinking","authors":"J. Munro","doi":"10.21505/AJGE.2015.0004","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0004","url":null,"abstract":"Teachers continue to face the challenge of identifying efficaciously gifted students' learning capacity in its multiple forms. While most educators acknowledge its multidimensional characteristics, the protocols used to identify it are frequently evaluated as unnecessarily restrictive. This study investigates an assessment tool that could potentially assist in responding to this challenge - the use of scenario problem solving tasks. These tasks present solvers with a scenario of a real world situation that has an embedded problem. A cohort of 357 third to sixth graders completed various conventional tasks used to identify verbal and nonverbal gifted students' learning capacity. As well they solved a scenario problem. The gifted students achieved higher problem solving scores than their non-gifted peers. The extent of gifted students' learning capacity influenced their outcomes; those gifted in both the verbal and nonverbal domains achieved the highest problem solving scores. As well, their solutions showed evidence of more elaborated and differentiated conceptual knowledge and a higher level of inferential, divergent thinking. They are consistent with gifted students' learning being characterized as intuitive theory formation, drawing on the ability to engage in analogistic thinking. The problem-solving tasks were shown to have moderate concurrent validity. The implications for the use of scenario problem solving in the future as a tool for identifying multiple forms of gifted students' learning capacity are discussed.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"23-29"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249075","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}

引用次数: 3

Creativity and achievement: Words and wishes, waste or wisdom 创造力和成就:言语和愿望，浪费或智慧

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0007

J. Forster

{"title":"Creativity and achievement: Words and wishes, waste or wisdom","authors":"J. Forster","doi":"10.21505/AJGE.2015.0007","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0007","url":null,"abstract":"The raison d'etre of this paper is to encourage support for our gifted learners so that they have a better chance to emerge as our visionaries, our thinkers, our inventors, and our innovators. For those well in advance of their peers, what we can do as educators to optimize their vision and its application are the concerns of the paper. It urges that we make innovative opportunities real, both in professional learning and in the classroom. Its emphasis is on creativity through imaginative solutions to problems or challenges as a way to optimise gifted learners' achievement. To help make this happen, the writer's past and current research projects are outlined, including evaluative and action research. Creativity, its meaning delineated in the paper, is often misinterpreted or overlooked in its significance as a motivating and facilitating factor in true inventiveness. The paper invites a response from fellow researchers to be more active and collegial in our research of the complexities of creativity that necessarily stems from imagination applied in investigations that can lead to advances in many domains. It is not the intention in this paper to explain one specific research initiative but rather to aggregate some of the research in the field, the writer's previous and ongoing research and their place in furthering opportunities for creative thinking that might lead to innovation.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"52-58"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249233","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}

引用次数: 1

Gifted Awareness Week Australia: 13th to the 19th of March 2016 澳大利亚天才意识周:2016年3月13日至19日

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/ajge.2015.0009

M. Gindy

引用次数: 0

A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers' perspectives 人才提升的动态分化框架:来自综合和教师视角的发现

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0008

Susen Smith

{"title":"A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers' perspectives","authors":"Susen Smith","doi":"10.21505/AJGE.2015.0008","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0008","url":null,"abstract":"Differentiating curriculum and pedagogy is a dynamic process that is dependent on the interrelationship between intrapersonal and environmental factors that can support the unique educational needs of gifted students. A Model of Dynamic Differentiation (MoDD) was developed from a larger study based on the ecological systems theory, an in-depth literature review, and a mixed-methods study. The mixed-method study examined teacher's perspectives of differentiated instructional approaches in middle primary classrooms. Part of the larger study is reported here, that is, a case study of interviews of inservice teachers' perspectives of differentiated practice for intellectually gifted students in middle primary multi-grade classes. The MoDD enables educators to explore the interrelationships between relevant external and internal entities that support quality educational environments for gifted students and can be used to support teachers' planning and their implementation of differentiated teaching and learning. The author suggests four interconnected phases with exemplary principles and strategies to support differentiation for talent development in the primary classroom. Recommendations for future practice and research are also provided.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"59-72"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249570","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}

引用次数: 6

Unfulfilled potential: The adult careers of former musical prodigies Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David Helfgott 未实现的潜力:前音乐天才Ervin Nyiregyhazi, Fanny mendelsson Hensel和David Helfgott的成年事业

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0002

J. Y. Jung

引用次数: 4

Student voice: What can we learn from twice-exceptional students about the teacher's role in enhancing or inhibiting academic selfconcept 学生的声音:我们可以从两次优秀的学生身上了解到教师在增强或抑制学术自我概念方面的作用

Australasian Journal of Gifted Education Pub Date : 2015-06-01 DOI: 10.21505/AJGE.2015.0006

G. Townend, D. Pendergast

{"title":"Student voice: What can we learn from twice-exceptional students about the teacher's role in enhancing or inhibiting academic selfconcept","authors":"G. Townend, D. Pendergast","doi":"10.21505/AJGE.2015.0006","DOIUrl":"https://doi.org/10.21505/AJGE.2015.0006","url":null,"abstract":"Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are intellectually gifted with a coexisting disability and hence present as a dual paradox for education systems, both in terms of being gifted and having a disability. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remains virtually unexplored. This research investigates teachers' influences on the school experience of twice-exceptional students and how these influences shape academic self-concept. A case study research design includes both quantitative instrument data and interview data. Findings provide new understandings about teachers' influences on academic self-concept for twice-exceptional students. This research contributes to a gap in the field and leads to a better understanding that can be applied to policy and practice for gifted education.","PeriodicalId":38285,"journal":{"name":"Australasian Journal of Gifted Education","volume":"24 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68248769","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}

引用次数: 13