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Ballam, Nadine; Cosgriff, Marg – Australasian Journal of Gifted Education, 2018
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…
Descriptors: Talent, Foreign Countries, Gifted, Talent Development
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Donnison, Sharn; Marshman, Margaret – Australasian Journal of Gifted Education, 2018
This paper details the psychosocial changes in a group of gifted and talented middle-years students who engaged in solving a community-based problem--the lack of a teenage-safe space in their regional Queensland town ("N"). Supported by a Knowledge Producing Schools pedagogy, the young people worked with their local council, teachers, a…
Descriptors: Gifted, Talent Development, Student Empowerment, Individual Development
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Bartley-Buntz, Julie; Kronborg, Leonie – Australasian Journal of Gifted Education, 2018
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…
Descriptors: Mathematics Achievement, Females, Acceleration (Education), Questionnaires
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Delaune, Andrea – Australasian Journal of Gifted Education, 2018
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'…
Descriptors: Foreign Countries, Gifted, Preschool Teachers, Teacher Attitudes
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Matthews, Michael S.; Farmer, Jennie – Australasian Journal of Gifted Education, 2017
Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures…
Descriptors: Academic Achievement, Achievement Gains, Predictive Measurement, Hispanic American Students
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Lavin, Angela – Australasian Journal of Gifted Education, 2017
The case of a gifted and talented Catholic Dominican nun is described and analysed in the context of Renzulli's Three-Ring Conception of Giftedness and Gagne's Differentiated Model of Giftedness and Talent. Using qualitative methods, semi-structured interviews of relevant individuals were conducted and analysed. Based on the conclusions of this…
Descriptors: Case Studies, Gifted, Catholics, Nuns
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Hay, Peta – Australasian Journal of Gifted Education, 2017
Karen B. Rogers has dedicated her career to serving gifted students. In this interview she outlines her major research studies, and explores some of her experiences in the field, with special emphasis on her time in Australia. She discusses her use of the meta-synthesis and meta-analysis methodologies, and outlines key areas of gifted education…
Descriptors: Gifted, Educational Research, Change Agents, Meta Analysis
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Smith, Susen; Arthur-Kelly, Michael – Australasian Journal of Gifted Education, 2016
Multi-grade primary classroom contexts provide opportunities to address the different needs of diverse learners through differentiating instruction. This mixed-methods study is a smaller component of a larger study undertaken in Australia, with other elements reported elsewhere. The study used ecobehavioural assessment to examine the relationships…
Descriptors: Individualized Instruction, Gifted, Reading Difficulties, Multigraded Classes
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Wardman, Janna – Australasian Journal of Gifted Education, 2016
Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N = 16) of a group of New Zealand students (N = 12) who were accelerated a full year in…
Descriptors: High School Students, Acceleration (Education), Parent Attitudes, Program Effectiveness
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Ballam, Nadine – Australasian Journal of Gifted Education, 2016
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…
Descriptors: Gifted, Economically Disadvantaged, Low Income Students, Socioeconomic Background
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Ogurlu, Uzeyir – Australasian Journal of Gifted Education, 2016
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…
Descriptors: Gifted, Classroom Communication, Teacher Student Relationship, Discourse Analysis
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Jung, Jae Yup – Australasian Journal of Gifted Education, 2015
This study investigated the careers of three former musical prodigies (i.e., Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David Helfgott) who made mature decisions to pursue music as a career, but did not achieve at the expected levels of distinction as adults. Many of the individual factors that may contribute to their relative lack of adult…
Descriptors: Music Education, Musicians, Career Development, Career Choice
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Smith, Susen – Australasian Journal of Gifted Education, 2015
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…
Descriptors: Synthesis, Teacher Attitudes, Individualized Instruction, Gifted