Gagne's DMGT 2.0: A Possible Model of Unification and Shared Understandings

Autor/in	Bannister-Tyrrell, Michelle
Titel	Gagne's DMGT 2.0: A Possible Model of Unification and Shared Understandings
Quelle	In: Australasian Journal of Gifted Education, 26 (2017) 2, S.43-50 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Foreign Countries; Models; Academically Gifted; Talent; Intelligence; Educational Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Begabung; Hochbegabung; Intelligenz; Klugheit; Educational method; Erziehungsmethode; Australien
Abstract	Gagne's (1985, 2004, 2008, 2010, 2013) Differentiated Model of Giftedness and Talent (DMGT) has evolved in response to findings from the research in cognitive and developmental psychology and neuroscience. As the DMGT is commonly used in Australia, it is important that the model reflects our understanding of intelligence, what high potential is considered to be, and how high intellectual potential might be "measured" (if in fact that is the correct term). This paper will outline the development of the DMGT that has led to its current manifestation, before concluding with a recommendation on the optimal version of the model to be used by practitioners and researchers. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01