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Delaune, Andrea – Australasian Journal of Gifted Education, 2023
This conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to…
Descriptors: Gifted, Infants, Toddlers, Gifted Education
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David, Hanna – Australasian Journal of Gifted Education, 2023
For many years there has been ongoing, lively debate about the use of the term "gifted" when referring to able, talented, and creative students, or students who have the potential to achieve at a high level. Pro-giftedness supporters who use the term appear to lean on the fact that the term "gifted" has been successfully used…
Descriptors: Academically Gifted, Vocabulary, Labeling (of Persons), Talent Identification
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Al-Shayeb, Abdelhafez Qasem; Al-Shurman, Wael Mohammed – Australasian Journal of Gifted Education, 2023
The current study aimed to develop, and examine the psychometric properties of, an Arabized Jordanian version of the Big Three Perfectionism Scale (BTPS) which consists of 45 items distributed on 10 first-order factors ("facets") and three higher-order factors (i.e., rigid perfectionism, self-critical perfectionism, and narcissistic…
Descriptors: Psychometrics, Arabic, Personality Measures, Personality Traits
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Slater, Eileen; Burton, Kate; Main, Susan – Australasian Journal of Gifted Education, 2023
A recent survey of the home-education community in Australia sought to identify the reasons why parents/guardians made the decision to home educate their children (Slater et al., 2022). Within the broader sample of 385 parents/guardians of 676 currently home-educated children in Australia, the parents/guardians of 81 children cited the child being…
Descriptors: Gifted Education, Home Schooling, Foreign Countries, Parent Attitudes
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Thraves, Genevieve; Dhurrkay, Miriam – Australasian Journal of Gifted Education, 2023
Gagné's Differentiated Model of Giftedness and Talent [DMGT] has enjoyed widespread uptake in Australia. Little work has been done, though, to determine if this popular model can account for culturally diverse views of its fundamental concepts. This article reports a study that compared the talent development infrastructure of Gagné's DMGT (with a…
Descriptors: Foreign Countries, Academically Gifted, Cultural Differences, Indigenous Knowledge
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Napier, Rebecca D.; Clark, Julie; Halsey, R. John – Australasian Journal of Gifted Education, 2023
The Psychosocial Theoretical Model of Gifted Adolescent Girls' Career Development (PTM) is a framework which reveals the interrelated factors that influence career development for gifted adolescent girls. The model was developed during the completion of a PhD thesis (Napier, 2020) and provides important new insights to support their career…
Descriptors: Females, Adolescents, Gifted, Career Development
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Maker, C. June; Bahar, Kadir; Alfaiz, Fahad S.; Pease, Randy – Australasian Journal of Gifted Education, 2022
Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students' growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated…
Descriptors: Talent Development, Science Process Skills, Problem Solving, Skill Development
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White, Rachel – Australasian Journal of Gifted Education, 2022
Musical giftedness can manifest in many ways, and music teachers should be able to identify high musical potential beyond the demonstration of instrumental skill or musical knowledge. It is important to have a multi-faceted approach to the education of musically gifted students, particularly in the senior secondary years when students are…
Descriptors: Academic Achievement, Gifted, Music Teachers, Foreign Countries
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Thorneycroft, Anne; Hyde, Brendan – Australasian Journal of Gifted Education, 2022
The purpose of the study reported here was to explore teachers' lived experiences and reflections on how they perceive and understand the benefits of allowing student voice within the gifted and talented cohort of students at an independent school located in the outer suburbs of Melbourne, Australia. Using the phenomenological framework of van…
Descriptors: Foreign Countries, Academically Gifted, Gifted Education, Student Participation
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Brewster, Marek; Balla-Gow, Bohdan; Vialle, Wilma; Wormald, Catherine – Australasian Journal of Gifted Education, 2022
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…
Descriptors: Gifted Education, Student Needs, Educational Policy, Public Schools
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Thraves, Genevieve; Berman, Jeanette; Baker, Penelope; Dhurrkay, Miriam; Mala, Raki – Australasian Journal of Gifted Education, 2022
Australian Aboriginal learners have a long history of underrepresentation in gifted and talented education. This results, at least in part, from cultural differences in the way giftedness is understood, as well as variance in the practices and processes used to develop talents. Perhaps a co-constructed both-ways model could go some way to…
Descriptors: Talent Development, Academically Gifted, Indigenous Populations, Foreign Countries
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Napier, Rebecca D.; Halsey, R. John – Australasian Journal of Gifted Education, 2022
Courageous and innovative individuals are needed urgently to work on the wicked problems and challenges of our modern world. This paper explores a critical solutions source, namely the education of transformationally gifted adolescent girls who "seek positively to change the world at some level -- to make the world a better place"…
Descriptors: Academically Gifted, Gifted Education, Womens Education, Females
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Minnie, Carolyn; Lassig, Carly; Tangen, Donna; Beutel, Denise – Australasian Journal of Gifted Education, 2022
This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student…
Descriptors: Teacher Collaboration, Gifted Disabled, Student Needs, Autism Spectrum Disorders
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Thraves, Genevieve; Baker, Penelope; Berman, Jeanette; Nye, Adele; Dhurrkay, Miriam – Australasian Journal of Gifted Education, 2021
Giftedness has long been recognised as a cultural construct. Further, the processes and practices for developing talents are culturally influenced. Yet, there is little existing research into Australian Aboriginal understandings of giftedness and talent. There is a need to move beyond pan-Aboriginality when considering Australian Aboriginal views,…
Descriptors: Indigenous Populations, Indigenous Knowledge, Talent Development, Gifted
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Conejeros-Solar, Maria Leonor; Smith, Susen R. – Australasian Journal of Gifted Education, 2021
Homeschooling has been a growing movement worldwide since the 1970s and a research topic for the last 30 years in Australia. Despite this body of knowledge, no studies have focused specifically on gifted homeschooling in this country. Using a qualitative approach, 10 mothers of 10 gifted children were interviewed; data were analysed using…
Descriptors: Academically Gifted, Home Schooling, Foreign Countries, Mothers
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