Exceptionality and Gifted Education: A Re-Examination of Its Hard Core

Autor/inn/en	Ziegler, Albert; Phillipson, Shane N.
Titel	Exceptionality and Gifted Education: A Re-Examination of Its Hard Core
Quelle	In: High Ability Studies, 23 (2012) 2, S.133-142 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2012.736221
Schlagwörter	Gifted; Systems Approach; Educational Theories; Instructional Effectiveness; Models; Reader Response; Academically Gifted; Change Strategies; Educational Change; Educational Methods; Performance Factors; Teaching Methods; Educational Practices; Best Practices + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Systemischer Ansatz; Educational theory; Theory of education; Bildungstheorie; Unterrichtserfolg; Analogiemodell; Leserbrief; Lösungsstrategie; Bildungsreform; Educational method; Erziehungsmethode; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	The commentaries to our target article "Towards a systemic theory of gifted education" differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10