Australian Gifted and Talented Education: An Analysis of Government Policies

Autor/inn/en	Jolly, Jennifer L.; Robins, Jennifer H.
Titel	Australian Gifted and Talented Education: An Analysis of Government Policies
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 8, S.70-95, Artikel 5 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Foreign Countries; Academically Gifted; Gifted Education; Educational Policy; Policy Analysis; State Policy; Elementary Secondary Education; Guidance; Alignment (Education); Academic Standards; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Beratung; Australien
Abstract	Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education's gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K-Grade 12 Gifted Education Programming Standards. Although not developed for the Australian context, they provide a common index from which to gauge alignment. Results indicated an uneven approach in both policy and guidance and this imbalance exposes opportunity gaps to address the specific learning needs of this student population. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01