Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand

Braggett, E. J.; Moltzen, Roger

doi:10.1016/b978-008043796-5/50056-5

Cited by 15 publications

(15 citation statements)

References 3 publications

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“…attitude that prevails in many democratic countries and particularly so in the Australian culture (e.g., Braggett, 1993;Gross, 1999;Kronborg, 2018;Plunkett & Kronborg, in press;Senate Employment, Workplace Relations, Small Business and Education References Committee, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Since the 1970s, it has been reported that the Australian education system has been grappling with reconciling gifted education within an egalitarian framework (Braggett, 1993;Kronborg, 2018). An Australian Senate Inquiry (Senate Employment, Workplace Relations, Small Business and Education References Committee, 2001) identified negative attitudes to high intellectual ability among school management, teachers, and the community at large.…”

Section: The Australian Contextmentioning

confidence: 99%

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Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Matheis

Keller

Kronborg

et al. 2019

Asia-Pacific Journal of Teacher Education

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Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: The Australian Contextmentioning

confidence: 99%

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Matheis

Keller

Kronborg

et al. 2019

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…This potential, strong individual relationships and enrichment, acceleration, grouping and so on. However, gifted and talented children are in both special and general classrooms (Braggett & Moltzen, 2000;Taylor & Milton, 2006), so educators need to develop and apply appropriate educational practices for these students in normal classes. Gifted students have a number of different cognitive and social-emotional features such as rapid comprehension of complex information, rapid awareness of relationships, attention to detail, flexible thinking, comprehensive synthesis, in-depth learning and independence, emotionally intense perception, and a high level of self-awareness.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views about the Teacher Training Program for Gifted Education

Sayi¹

2018

JEL

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Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education-can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education "Teacher Training Program for Gifted Education" were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education" constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitiations of the program so they suggest longer duration, branch based training and more applications opportunity.

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“…(Principal, School A) Nevertheless, as researcher and teachers, we would contend that this practice of clustering gifted and talented students and taking the students out for extension is not in line with current thinking in talent development (Treffinger et al 2009). For example, Braggett and Moltzen (2000), when discussing practices for supporting giftedness in Australia and New Zealand, suggest that programmes such as the Primary Extension and Challenge (PEAC) programme or an enrichment programme provide challenging experiences to 10-to 12-year-old students as part of their normal classroom programme. Furthermore, Treffinger et al (2009: 217) claim that the contemporary path to supporting gifted education should focus on bringing out the best for many students rather than the traditional path of serving 'a narrow, very precisely defined set of individuals designated as the gifted'.…”

Section: Theme 5: An Expectation That All Learners Will Achievementioning

confidence: 98%

Raising literacy achievement in reading: how principals of 10‐ to 12‐year‐old students are making this happen

Fletcher¹,

Greenwood²,

Grimley³

et al. 2011

International Journal of Leadership in Education

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Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand

Cited by 15 publications

References 3 publications

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Teachers’ Views about the Teacher Training Program for Gifted Education

Raising literacy achievement in reading: how principals of 10‐ to 12‐year‐old students are making this happen

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