Gagne's Differentiated Model of Giftedness and Talent in Australian Education

Autor/in	Merrotsy, Peter
Titel	Gagne's Differentiated Model of Giftedness and Talent in Australian Education
Quelle	In: Australasian Journal of Gifted Education, 26 (2017) 2, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Foreign Countries; Academically Gifted; Student Needs; Educational Policy; Documentation; Web Sites; Models; Student Characteristics; Educational Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Dokumentation; Web-Design; Analogiemodell; Educational method; Erziehungsmethode; Australien
Abstract	It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagne or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself. (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