Australian Gifted and Talented Education: An Analysis of Government Policies

Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education’s gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K–Grade 12 Gifted Education Programming Standards. Although not developed for the Australian context, they provide a common index from which to gauge alignment. Results indicated an uneven approach in both policy and guidance and this imbalance exposes opportunity gaps to address the specific learning needs of this student population.

Download Full-text

Excellence in education policies: Catering to the needs of gifted and talented or those of self-interest?

European Educational Research Journal ◽

10.1177/1474904118771466 ◽

2018 ◽

Vol 17 (6) ◽

pp. 877-897 ◽

Cited By ~ 3

Author(s):

Annette Rasmussen ◽

Bob Lingard

Keyword(s):

Education Policy ◽

Gifted And Talented ◽

State Level ◽

Educational Standards ◽

Policy Reforms ◽

Education Policies ◽

Self Interest ◽

Excellence In Education ◽

Talented Students ◽

Intellectual Elites

Globally, education policy reforms are increasingly aimed at attending to excellence in education. This is mainly expressed as attempts at raising educational standards generally, but also of identifying intellectual elites and making special provisions for them. Denmark, which is otherwise considered an exponent of an equality-oriented tradition in education, is now pursuing strategies of developing talent throughout the educational system, which is to cater more to the needs of so-called gifted and talented students. This policy is claimed to have found inspiration from Australia, where some of the states have been pursuing such policies for several years and where we find a more developed tradition for this. The paper is focused on understanding what concept of excellence such education policies imply; we aim to analyse the targeted groups with respect to means of identification and development, and to analyse the wider implications of such policies. The analysis is empirically focused on education policy documents on gifted and talented educational provisions at national/state level. Beginning with the political discourse of talent development in education as it has appeared in Denmark, we analyse this in relation to the policies and curricular provisions for the gifted and talented in England and Australia.

Download Full-text

The Role of Technology in Gifted and Talented Education: A Review of Descriptive and Empirical Research

KnE Social Sciences ◽

10.18502/kss.v3i24.5165 ◽

2019 ◽

Author(s):

Hayat Ali ◽

Amal Alrayes

Keyword(s):

Best Practices ◽

Empirical Research ◽

Gifted And Talented ◽

Technology Use ◽

Vital Role ◽

Future Research ◽

Learning Needs ◽

Gifted And Talented Education ◽

Use Of Technology ◽

Talented Students

Nowadays, we cannot exclude the use of technology from the technology-driven generation as the deployment of Information Technology become a necessity factor toward a successful process; especially in education due to its vital role in enhancing the students’ knowledge and skills development. One type of students that technology plays a major role in their development is gifted and talented students who have unique learning needs that are often overlooked in the traditional education setting. This research aims to explore the progress of technology use in gifted and talented education through reviewing and highlighting the best practices and research in this area based on both descriptive and empirical research. The review will include different areas of gifted programming such as learning and development, assessment, curriculum and learning environments. For this purpose, the online database is employed to extract the research done in the field between years 2010 to 2018. The contribution of this research resides in its exposure to the best practices of integrating technology in gifted and talented education through which teachers and practitioners can be encouraged to adopt them into their contexts. It also provides the researchers with intensive review of technology adoption for gifted and talented education with some suggestions for future research where they can focus their research on. Keywords: technology, gifted, talented, education, online

Download Full-text

Giftedness as a framework of inclusive education

Gifted Education International ◽

10.1177/02614294211049157 ◽

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.

Download Full-text

Historical Overview of Adult Gifted Education in the United States

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch001 ◽

2016 ◽

pp. 1-10

Author(s):

Judith Bazler ◽

Letitia Graybill ◽

Meta Van Sickle

Keyword(s):

United States ◽

Gifted And Talented ◽

Basic Education ◽

The United States ◽

Gifted And Talented Education ◽

Talented Students ◽

K 12 ◽

The University ◽

Assessment Strategies ◽

Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Download Full-text

Philosophy and Psychology as Influences on Gifted and Talented Education in the 21st Century Education

Advances in Early Childhood and K-12 Education - Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms ◽

10.4018/978-1-7998-1400-9.ch002 ◽

2020 ◽

pp. 20-42

Author(s):

Britt Tatman Ferguson ◽

Maximilian G. F. Napier

Keyword(s):

21St Century ◽

Gifted And Talented ◽

Instructional Decisions ◽

Technology In Education ◽

Review Of Literature ◽

21St Century Education ◽

Gifted And Talented Education ◽

Purpose Of Education ◽

Teacher's Beliefs ◽

Talented Students

The purpose of this chapter is to clarify varying beliefs of those within (and those commenting on) education. A review of literature on educational philosophy and educational psychology is followed by an analysis of what these various beliefs mean for those working with gifted and talented students, how these beliefs relate to technology, and the role technology can play to optimize gifted and talented students' education. The focus is on the teacher's beliefs about the truth and purpose of education and about how students learn these beliefs will influence instructional decisions and determine the value of technology in education.

Download Full-text

Educational Policies Influencing State Response to Gifted and Talented Education Between 1977 and 1980

journal for the education of the gifted ◽

10.1177/016235328300600207 ◽

1983 ◽

Vol 6 (2) ◽

pp. 120-132

Author(s):

Pamela Fine Miller ◽

Tom Ward

Keyword(s):

Gifted And Talented ◽

The United States ◽

Educational Policies ◽

State Response ◽

Gifted And Talented Education ◽

Definition Of ◽

Talented Students ◽

State Educational ◽

State Expenditures ◽

State Plan

Several educational policies and state characteristics have been cited in the literature as having a beneficial influence upon state response to gifted and talented education. These include: 1. state mandated programs for gifted and talented students. 2. state certification of teachers of gifted and talented students. 3. state plan for gifted and talented education. 4. state statutes governing the administration of gifted and talented programs. 5. state educational agency personnel assigned to gifted and talented education. 6. state utilization of Title IV-C funding for gifted and talented programs. 7. administration of gifted and talented programs through special education. 8. state definition of giftedness and talent. 9. level of state expenditures for gifted and talented education. This study sought to ascertain the influence of these selected educational policies and state characteristics on the level of state services provided gifted and talented students and state expenditures provided to support such services observed across the states between 1977 and 1980. Results of this investigation revealed that educational policy, per se, has had little influence upon the level of state services provided gifted and talented students across the United States. However, the selected set of educational policies exerted a moderate influence upon the level of state expenditures for gifted and talented education observed across states between 1977 and 1980. Finally, it was observed that states have become more homogeneous in their response to policy in the area of gifted and talented education over time.

Download Full-text

Analysis of Gifted Education Policy using Keyword Network Analysis: Focusing on the 1st to 4th Master Plan for the Promotion of Gifted and Talented Education in Korea

Journal of Gifted/Talented Education ◽

10.9722/jgte.2019.29.2.301 ◽

2019 ◽

Vol 29 (2) ◽

pp. 301-325

Author(s):

Tae-Youn Yang ◽

Ki-Soon Han ◽

Kyo-Nam Choo ◽

In-Ho Park

Keyword(s):

Network Analysis ◽

Education Policy ◽

Gifted And Talented ◽

Gifted Education ◽

Master Plan ◽

Gifted And Talented Education ◽

Keyword Network

Download Full-text

Black and Gifted in Rural America: Barriers and Facilitators to Accessing Gifted and Talented Education Programs

Theory & Practice in Rural Education ◽

10.3776/tpre.2002.v10n2p85-100 ◽

2020 ◽

Vol 10 (2) ◽

pp. 85-100

Author(s):

Joy Lawson Davis ◽

Donna Y. Ford ◽

James L. Moore III ◽

Erinn Fears Floyd

Keyword(s):

Rural Communities ◽

Black Students ◽

Gifted And Talented ◽

Gifted Students ◽

The United States ◽

Daily Basis ◽

Psychosocial Needs ◽

Gifted And Talented Education ◽

Research Curriculum ◽

Talented Students

Nationwide, Black students are underrepresented in gifted and talented education and advanced learner programs. These tragic outcomes occur in all demographic communities: urban, suburban, and rural. As a result, the academic and psychosocial supports needed by gifted Black students are overlooked, disregarded, and underdeveloped. Rural communities are frequently depicted as remote, lacking in social and academic experiences and opportunities, and predominantly White and economically disadvantaged. For gifted and talented Black students, these characterizations contribute to feelings of isolation and alienation in school on a daily basis. Despite their high intellectual potential, they are constantly victimized by racially oppressive conditions in society that cause stress and anxiety. The Black rural community, including Black gifted and talented students, is almost invisible in scholarship that discusses rural education in the United States. This article explores the nature of the rural communities where these students reside; shares intellectual, academic, and cultural characteristics that make Black gifted students from rural communities unique; and delineates recommendations for research, curriculum, and specific programming to meet their intellectual, academic, cultural, and psychosocial needs with an emphasis on access, equity, and excellence.

Download Full-text