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ERIC Number: EJ1178373
Record Type: Journal
Publication Date: 2018-Jun
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1323-9686
Reflecting on the DMGT in the Australian Context: Response to Merrotsy
Henderson, Lesley C.
Australasian Journal of Gifted Education, v27 n1 p59-65 Jun 2018
Gagné's (1985, 2003, 2008, 2015, 2018) Differentiated Model of Giftedness and Talent (DMGT) is one of the most widely used conceptual models in the field (Robinson, 2017), and as Merrotsy pointed out (2017), is claimed to be the most commonly applied conceptualisation in Australia. Merrotsy's recent article, published in the December 2017 issue of the "Australasian Journal of Gifted Education," stated an intention to "examine the extent to which this claim is true" through an analysis 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" (p. 29). This article, written in response to Merrotsy's article, addresses a perceived lack of academic rigour in Merrotsy's article, seeks to provide a more balanced insight into both the application of the DMGT and the Australian gifted associations, and calls for all scholars to maintain a respectful tone in their academic critiques. [For "Gagne's Differentiated Model of Giftedness and Talent in Australian Education," see EJ1169284.]
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:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A