Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives

2019 ◽  
pp. 6-16
Author(s):  
Nadine Ballam ◽  
Anne Sturgess
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Support Staff ◽  
Learning Approach ◽  
Full Time ◽  
Parent Perspectives ◽  
Structured Interviews ◽  
Gifted Learners ◽  
Initial Cohort ◽  
Data Informed

In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.

scholarly journals Building Information Modelling: An analysis of the methods used to streamline design-to-construction in New Zealand

2021 ◽  
Author(s):  
◽  
Nelson Chan
Keyword(s):  
Qualitative Research ◽  
Supply Chain ◽  
New Zealand ◽  
Future Research ◽  
Research Approach ◽  
Structured Interviews ◽  
Building Information Modelling ◽  
Architectural Engineering ◽  
Building Information ◽  
Significant Factors

<p>The following study explores and investigates the current methods New Zealand (NZ) Architectural, Engineering and Construction (AEC) firms use to enable effective BIM coordination in their projects. The purpose was to gain and contribute knowledge of the various methods for successful BIM delivery, as well, as to bridge the gap between academia and industry for a greater understanding of BIM use in an NZ context.  A qualitative research approach was carried out and comprised of semi-structured interviews in which eight industry participants across the design-to-construction supply chain were selected and interviewed. From the results, the different methods identified were: BIM-to-fabrication; change of procurement methods; and incorporating BIM Collaboration Format (BCF) plugin platforms. These methods identified contribute to knowledge for future researchers to undertake; predominantly to provide direction and recommendations to explore each method in an NZ industry context further.  Further discussions of the results identify that although the different methods can contribute to better BIM coordination, the success of a BIM model to be delivered effectively is dependent on two significant factors. The factors are; firstly, to capture the BIM requirements and needs of the client to establish well-defined deliverables in the BEP; and secondly, to ensure that the project team are to understand their role and responsibilities right throughout the project. This was a crucial finding in this thesis as although the methods are effective in enabling greater BIM coordination; ultimately it comes down to BIM understanding and expertise from key project stakeholders; which brings the notion of the issue back to the root of the problem. Other key findings from this thesis indicate a positive future for BIM within the NZ AEC industry, with many of the participant firms recognised to be proactive and open to incorporating BIM into their projects. Though the signs are encouraging, discussions with industry participants still express their concerns on needing to align the understanding of BIM between key project stakeholders. Therefore, an education piece which focuses on the client and their understanding of BIM in an NZ context is suggested for future research. This thesis also presents academia with valuable industry BIM workflow diagrams which the author has either illustrated or been provided by participants.</p>

Promise for the Future Gifted Education in Rural Communities

1995 ◽  
Vol 14 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Shirley Aamidor ◽  
Howard H. Spicker
Keyword(s):  
Rural Communities ◽  
Computer Technology ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Children ◽  
Culturally Specific ◽  
School Corporations ◽  
Curriculum Intervention ◽  
Individual Assessment ◽  
Talented Students

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.

scholarly journals Social skills of gifted and talented children

2014 ◽  
Vol 19 (4) ◽  
pp. 288-295 ◽  
Author(s):  
Maria Luiza Pontes de França-Freitas ◽  
Almir Del Prette ◽  
Zilda Aparecida Pereira Del Prette
Keyword(s):  
Social Skills ◽  
Gifted And Talented ◽  
Empirical Studies ◽  
Future Research ◽  
Gifted Children ◽  
Research Directions ◽  
Social Skills Rating System ◽  
Demographic Questionnaire ◽  
The Social ◽  
Future Research Directions

There is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. This study aimed to characterize the social skills of such children, identifying similarities and differences in the skill repertoire in comparison with non-gifted children. The sample contained 394 children from 8 to 12 years old, of which 269 children were identified as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. The results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. The implications of these results for the planning of educational programs are discussed and future research directions are identified.

scholarly journals National Policies and Strategies for the Support of the Gifted and Talented in Austria

2014 ◽  
Vol 4 (3) ◽  
pp. 9-30
Author(s):  
Claudia Resch
Keyword(s):  
Extracurricular Activities ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Task Force ◽  
White Paper ◽  
Educational Institutions ◽  
Gifted Children ◽  
College And University ◽  
New Strategy ◽  
Inclusive Approach

The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions – kindergarten, school, college and university – as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the “White Paper Promoting Talent and Excellence”, which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses.

scholarly journals Gifted and Talented Education in New Zealand Schools: A Decade Later

Apex ◽  
2013 ◽  
Vol 18 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Tracy Riley ◽  
Brenda Bicknell
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted And Talented Education

scholarly journals The Application of Differential Normative Criteria to the Gifted Education Screening Phase: Implications for Demographic Representation

2019 ◽  
Author(s):  
Scott J. Peters ◽  
Matthew McBee
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Evaluation Criteria ◽  
Screening Criteria ◽  
Underrepresented Groups ◽  
Gifted And Talented Education ◽  
Demographic Representation ◽  
Normative Criteria ◽  
Gifted Education Programs ◽  
Racial Ethnic

Scholars and practitioners within gifted and talented education have devoted substantial effort to understanding and mitigating the disproportional representation of students from certain racial / ethnic, income, language, and disability groups. In mitigating this underrepresentation, most research has focused on the actual identification or evaluation criteria, with comparatively little research considering how the screening phase might be manipulated in order to facilitate the proportional identification of underrepresented groups. This paper uses numerical methods to evaluate if, and under what conditions, modified screening criteria can be used as a way to increase the representation of traditionally underrepresented groups in gifted education programs. The results show that this intervention has only a modest effect on reducing disproportionality. It can only have an impact when the identification process is poorly-designed at baseline.

scholarly journals Giftedness as a framework of inclusive education

2021 ◽  
pp. 026142942110491
Author(s):  
C. Owen Lo ◽  
Rachel C. Lin-Yang ◽  
Megan Chrostowski
Keyword(s):  
Inclusive Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
First Language ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Self Actualization ◽  
Self Knowledge ◽  
Special Learning Needs ◽  
Education Discourse

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.

National Survey on Gifted Education

G/C/T ◽  
1981 ◽  
Vol 4 (2) ◽  
pp. 66-68
Author(s):  
James J. Gallagher
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Program Effectiveness ◽  
Gifted Children ◽  
Public And Private ◽  
Program Cost ◽  
Support Strategies ◽  
Program Support ◽  
Definite Statement ◽  
Effectiveness Data

The thirteen-member Advisory Committee to the U.S. Department of Education's Office of Gifted and Talented* in a recent meeting, felt a strong need to make a definite statement on gifted education based upon the widest possible sampling of interested parents and professionals. We need your help and support. We hope, through this survey, to answer several questions regarding priorities on procedures, philosophies, and program support strategies. We will seek through other means to gather accurate program cost figures and program effectiveness data. Our goal is to provide a strong document that can be used to discuss educational resources needed for gifted children with public and private leaders interested in these issues.

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