scholarly journals Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

2020 ◽  
Vol 3 (4) ◽  
pp. 632-658
Author(s):  
Ruby S. H. Cheung ◽  
Anna N. N. Hui ◽  
Alan C. K. Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Curriculum Development ◽  
Student Development ◽  
Gifted Education ◽  
Financial Support ◽  
Gifted Students ◽  
Parent Empowerment ◽  
School Based ◽  
Education In Hong Kong

Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

Professional Development of Preservice Teachers: Teaching in the Super Saturday Program

2006 ◽  
Vol 29 (3) ◽  
pp. 339-361 ◽  
Author(s):  
Nancy J. Bangel ◽  
Donna Enersen ◽  
Brenda Capobianco ◽  
Sidney M. Moon
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Diverse Population ◽  
Intervention Period ◽  
General Classroom ◽  
Level Of Understanding

General classroom teachers are being called upon to meet the needs of an increasingly diverse population of students. Although abundant research documents the specific needs of gifted students, too little is being done at the preservice teacher level to prepare our teachers to recognize and meet these needs (e.g., Feldhusen & Kolloff, 1986; VanTassel-Baska, 2003). This study examined the change in beliefs by one cohort of preservice teachers after participation in a gifted education course and practicum. Interviews with the participants following the intervention period were used to assess the participants' perceptions of the effect the course and practicum had on their understanding of gifted students' needs and their ability to meet those needs. Interview data were triangulated with classroom observations and lesson plans created by the participants for use during the practicum. Findings indicated the participants perceived an increase in their overall level of professional development, as well as an increase in their level of understanding of the characteristics and needs of gifted students.

Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

2019 ◽  
Vol 15 (4) ◽  
pp. 330-355
Author(s):  
Rachel Garver ◽  
Tanya Maloney
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Curriculum Development ◽  
Iterative Process ◽  
Leadership Programs ◽  
Lesson Design ◽  
Student Work ◽  
Program Coordinators ◽  
School Based ◽  
Pedagogical Discussion

This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

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