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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; 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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Miller, Graeme – Australasian Journal of Gifted Education, 2021
This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys' secondary school. The study asked the question: "What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one…
Descriptors: Foreign Countries, Secondary School Students, Academically Gifted, Males
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Bahar, A. Kadir; Maker, C. June; Scherbakova, Alisa – Australasian Journal of Gifted Education, 2021
Teaching is more effective when students are taught through research-based teaching approaches that have been found to be successful in producing the outcomes they advocate. However, use of an effective instructional strategy does not ensure learning, because the success of a sound approach is determined by how well it is implemented. The purpose…
Descriptors: Learner Engagement, Active Learning, Problem Solving, Teacher Role
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Wu, I-Chen; Pease, Randy; Maker, C. June – Australasian Journal of Gifted Education, 2021
The purpose of this study was to explore general education teachers' perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured…
Descriptors: Learner Engagement, Active Learning, Problem Solving, Teaching Models
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Maker, C. June; Pease, Randy – Australasian Journal of Gifted Education, 2021
Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of…
Descriptors: Learner Engagement, Active Learning, Problem Solving, Teaching Models
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Maker, C. June; Zimmerman, Robert; Bahar, A. Kadir; In-Albon, Christine – Australasian Journal of Gifted Education, 2021
Exceptional talent includes the ability and willingness to solve varied, complex problems, and having a knowledge structure that facilitates problem solving and creativity. The purpose of this study was to determine changes in students' knowledge structures resulting from fidelity of implementation of Real Engagement in Active Problem Solving…
Descriptors: Learner Engagement, Active Learning, Problem Solving, Teaching Models
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McGregor, Marie – Australasian Journal of Gifted Education, 2020
Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence…
Descriptors: Academically Gifted, Gifted Education, Experience, Foreign Countries
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Duff, Joshua – Australasian Journal of Gifted Education, 2020
This study investigated the provisions and other support measures available to gifted students in rural and remote Queensland high schools through a systematic website and document analysis. The aims of the study were to identify those provisions and measures being implemented for identified gifted students in rural and remote Queensland high…
Descriptors: Academically Gifted, Talent, Gifted Education, Rural Schools
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Zhou, Simon – Australasian Journal of Gifted Education, 2020
Moral development in gifted education is an issue of imperative importance due to the potential of gifted students to change the world. In consideration of this issue and the lack of research on the topic, this study examined the extent to which moral development was present within the senior secondary English curricula at an academically…
Descriptors: Moral Development, Moral Values, Academically Gifted, Talent
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Ronksley-Pavia, Michelle – Australasian Journal of Gifted Education, 2020
There is a considerable gap in empirical research on the prevalence rates of twice-exceptional students in Australian schools. Governments expect statistics when developing education policy and implementing funding support, so it is therefore imperative, as far as practicable, to quantify the number of twice-exceptional learners in Australia.…
Descriptors: Foreign Countries, Gifted Disabled, Incidence, Academically Gifted
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