This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students' social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers' knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping.
In this article, we contend that the current schools’ system in England needs to be carefully reconsidered if we are to offer opportunities for success (in its broadest sense) to those whom our current, technocratic education system excludes. With a focus on social pedagogy and human-centred learning systems, we argue that continued modifications to the existing education system are no longer sufficient and that an ideology overhaul is needed before any significant positive progress can be made. To this end, we suggest various ways that schools might work towards developing healthier and more inclusive communities, built on the key social pedagogical foundations of positive relationships, democracy, inclusion, creativity and pedagogical love. We also make recommendations for an education system in which the teacher, as a highly trained professional, can enjoy a professional autonomy commensurate with their level of qualification. Finally, we dispel some of the myths that have prevented radical, community-focused change to date.
Giftedness is found in all environments; it cuts across geographical and cultural boundaries and is not bound by race, class, or social context. This section examines giftedness as it is manifested across a number of different educational contexts, including different levels of traditional schooling, homeschooling, and international schooling. It also addresses the transitions between contexts, particularly the school to career transition, which can be particularly fraught for gifted individuals. Additionally, this section also includes some discussion of the role of the educator and the unique rewards and challenges of working with gifted populations in a variety of contexts.
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