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AutorWellisch, Mimi
TitelGagne's DMGT and Underachievers: The Need for an Alternative Inclusive Gifted Model
QuelleIn: Australasian Journal of Gifted Education, 25 (2016) 1, S.18-30 (13 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1323-9686
SchlagwörterForeign Countries; Academically Gifted; Student Needs; Models; Environmental Influences; Underachievement; Talent Identification; Educational Methods; Australia
AbstractMost Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch and Brown, 2012) is reviewed and recommended as a replacement. (As Provided).
AnmerkungenAustralian 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 vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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