Views from the Border: Perspectives of Gifted Student Needs from Early Adopters of the High Potential and Gifted Education Policy

Autor/inn/en	Brewster, Marek; Balla-Gow, Bohdan; Vialle, Wilma; Wormald, Catherine
Titel	Views from the Border: Perspectives of Gifted Student Needs from Early Adopters of the High Potential and Gifted Education Policy
Quelle	In: Australasian Journal of Gifted Education, 31 (2022) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
DOI	10.21505/ajge.2022.0003
Schlagwörter	Gifted Education; Student Needs; Educational Policy; Public Schools; Identification; Teacher Role; Talent Development; Capacity Building; Foreign Countries; Administrator Attitudes; Teacher Attitudes; Rural Areas; Teaching Methods; Elementary School Students; Well Being; Educational Strategies; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Identifikation; Identifizierung; Lehrerrolle; Begabtenförderung; Talentförderung; Ausland; Lehrerverhalten; Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Lehrstrategie; Australien
Abstract	In gifted education, the relationship between policy and practice can be greatly influenced by individuals within school contexts. The perspectives of school leaders and teachers influence both the interpretation and execution of gifted policies. The New South Wales Department of Education's High Potential and Gifted Education (HPGE) Policy is mandatory for all public schools in New South Wales from 2021, replacing the Gifted and Talented Policy of 2004. This study investigated the views of school representatives on the needs of high potential and gifted students. Participants were from schools selected as 'Early Adopters' of the HPGE Policy. A qualitative design was used and structured interviews were conducted with 10 participants from a total of four 'Early Adopter' schools and networks. The data demonstrated that assessment and identification practices, building teacher capacity, and the role of educators in the process of talent development were key points of concern. (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	2024/1/01