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Relevant bibliographies by topics / Gifted children Australia

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Journal articles

Academic literature on the topic 'Gifted children Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Gifted children Australia"

1

Williams, Janet. "Gifted and Talented Children in Australia: Trends and Developments." Australian Educational and Developmental Psychologist 8, no. 1 (1991): 23–24. http://dx.doi.org/10.1017/s0816512200026365.

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“Education is generally accepted as having, as one of its major functions, the development of every child's potential to the fullest extent possible. It follows, therefore, that gifted children should have their gifts extended by their schools” (Senate Select Committee Report, 1988, p.173). The Committee considers that by encouraging the talents of the most able, Australia will strengthen its most valuable natural resource (its people) and will be in a better position to contribute economically, intellectually, and artistically at an international level.

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2

Gibson, Kay L. "A Promising Approach for Identifying Gifted Aboriginal Students in Australia." Gifted Education International 13, no. 1 (1998): 73–88. http://dx.doi.org/10.1177/026142949801300111.

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Recently research was conducted in Queensland, Australia which was designed to describe a more effective approach for the identification of gifted students. The purpose of the research was to contribute to the improvement of current procedures used in the identification of gifted minority children, particularly urban Aboriginal gifted children. The five year study of Dr. Mary M. Frasier at the University of Georgia served as a basic design model for the research. This paper reports the findings from the two data collection activities of the research project. Firstly interviews of urban Aborigi

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3

Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.

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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gif

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4

Pirozzo, Ralph. "Australia: A Community-Based Programme for the Gifted." G/C/T 8, no. 4 (1985): 32–34. http://dx.doi.org/10.1177/107621758500800415.

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The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest

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5

Allen, Jenny. "Meeting the Needs of Australian Rural Gifted Children: the Use of a Curriculum Enrichment Project (CEPPS) for Primary Schools in Western Australia." Gifted Education International 8, no. 1 (1992): 23–31. http://dx.doi.org/10.1177/026142949200800106.

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This paper discusses the issues of: Who should develop curriculum materials? What form should enrichment materials take? Which theoretical frameworks are appropriate? How should the content be selected? Gifted children's use of the CEPPS package in the Expressive Arts (interdisciplinary learning) is documented through outcomes related to the objectives of the learning materials. Future predictions indicate there is a need for independent learning packages to be developed for gifted children. (All illustrations are by pupils of 7–11 years of age).

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6

Imison, Katrina. "Teaching to Foster Talent Development: Vignettes of Gifted Children in Australia." Gifted Child Today 20, no. 3 (1997): 24–28. http://dx.doi.org/10.1177/107621759702000308.

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7

Zernetska, O. "William Wentworth – Democrat by Worldview, Australian Politician and Explorer by Calling." Problems of World History, no. 8 (March 14, 2019): 185–99. http://dx.doi.org/10.46869/2707-6776-2019-8-10.

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The article is dedicated to William Charles Wentworth, the leading Australian political figure during the first half of the 19th century, whose lifelong work for self-government culminated in the NewSouth Wales in 1855. While detecting his life-long activity we come to the conclusion that he was an exceptionally talented men: explorer, author, gifted barrister (he graduated from CambridgeUniversity with honours), landowner, and statesman. In 1819 he published a book “Statistical, Нistorical, and Political Description of The Colony of New South Wales and Its Dependant Settlements in Van Diemen’

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8

Whitton, Diana. "Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia." Gifted Education International 12, no. 1 (1997): 34–38. http://dx.doi.org/10.1177/026142949701200107.

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The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within t

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9

Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.

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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre

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10

Lee, Libby. "Young Gifted Girls and Boys: Perspectives through the Lens of Gender." Contemporary Issues in Early Childhood 3, no. 3 (2002): 383–99. http://dx.doi.org/10.2304/ciec.2002.3.3.6.

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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. The research problem investigated in this artic

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