International Perspectives: Looking Back and Thinking Ahead

2002 ◽  
Vol 25 (2) ◽  
pp. 46-49 ◽  
Author(s):  
Tracy Riley
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
New Era ◽  
The Past ◽  
International Perspectives ◽  
New Year’S Eve ◽  
Exciting Time ◽  
Talented Students ◽  
Looking Back

As I begin my seventh year of life in New Zealand, I've been reflecting upon the first six and looking forward to the future. I suppose this is reminiscent of New Year's Eve celebrations: looking back and thinking ahead. Over the past few years, many changes have taken place in the education of New Zealand's gifted and talented students. It's been an exciting time for advocates of gifted education, described by Roger Moltzen (1996) as a “new era” that “may hold more promise than previous periods” (p. 1).

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

Promise for the Future Gifted Education in Rural Communities

1995 ◽  
Vol 14 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Shirley Aamidor ◽  
Howard H. Spicker
Keyword(s):  
Rural Communities ◽  
Computer Technology ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Children ◽  
Culturally Specific ◽  
School Corporations ◽  
Curriculum Intervention ◽  
Individual Assessment ◽  
Talented Students

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.

Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education

2005 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Kimberly McGlonn-Nelson
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Sociocultural Theory ◽  
New Teachers ◽  
Gifted Students ◽  
Educational Services ◽  
Talented Students ◽  
Interdisciplinary Theory

As scholars in the field of gifted education continue to explore ways of improving the educational services provided to gifted and talented students, attention must be paid to the infinite amount of potential that an interdisciplinary theory offers. To this end, the following essay explores the intersections of sociocultural theory and gifted education. More specifically, it extends sociocultural theory to the field of gifted education by proposing a new lens for not only expanding the responsibilities of the field in terms of its ability to properly identify gifted students, but also for educating new teachers of the gifted.

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

2021 ◽  
Vol 44 (4) ◽  
pp. 216-227
Author(s):  
Joseph Reginard Milinga
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Socioeconomic Development ◽  
Science And Technology ◽  
Proposed Model ◽  
Talented Students

Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

International Perspectives: Practicing What We Preach: The Reality Factors in Talent Development

2003 ◽  
Vol 26 (1) ◽  
pp. 45-49
Author(s):  
Tracy Riley
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Talent Development ◽  
Ivory Tower ◽  
Teaching Experiences ◽  
Gifted And Talented Education ◽  
International Perspectives ◽  
As If

As a university academic in gifted and talented education with a fifth-floor office in the Tower Block, the age-old “ivory tower” analogy felt as if it were becoming all too real. Lecturing teachers on the principles of gifted education is fairly easy to do when you've read the books, attended the conferences, studied the research and so on, but the gap between my own teaching experiences and today's lectures was quickly widening.

scholarly journals Mobilising tofā sa’ili for ECE leadership: A talanoa confronting dominant conceptualisations from a Pasifika perspective

2021 ◽  
Vol 41 (2) ◽  
pp. 26-32
Author(s):  
Maria Cooper ◽  
Jacoba Matapo
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Cultural Values ◽  
Ways Of Knowing ◽  
The Self ◽  
Reciprocal Relationships ◽  
Childhood Education ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Looking Back

Leadership is about all of us, but dominant frames of leadership serve only a few. In this commentary, we challenge the dominance of Western notions of leadership as linear influence relationships in order to shift Pasifika engagement from the margins. For us, ta’ita’i (Pasifika leadership) is centred on serving, not the self, but the collective spirit. It is expansive, holistic, and grounded in reciprocal relationships between people, nature, the cosmos and those of the past, present, and future. Looking back to the teachings of our families and ancestors can guide us in leading communities with strength, unity, and connection. Rather than deny the legitimate place of Western notions of leadership or romanticise ideas of Pasifika leadership, through talanoa (open talk), we mobilise tofā sa’ili (a search for wisdom and meaning) by engaging with traditional Pasifika cultural values and philosophies that hold significance for leadership in early childhood education in Aotearoa New Zealand. In doing so, we hope to open up pathways of thinking that move us beyond individualistic framings of leadership, while honouring Pasifika ways of knowing and being in serving the collective.

scholarly journals Scandalising media freedom: Resurrection of an ancient contempt

2008 ◽  
Vol 14 (1) ◽  
Author(s):  
Mark Pearson
Keyword(s):  
New Zealand ◽  
Family Law ◽  
Combined Effect ◽  
Media Freedom ◽  
New Era ◽  
The Past ◽  
A Charge

The ancient charge of ‘scandalising the court’ (publications aiming at lowering the authority of the court) has had a resurgence in Australia over the past decade, at the very time judges and magistrates have developed an inclination to sue for defamation. The combined effect is to send warning to media organisations to take care when criticising judical officers or the judical process, particularly if that involves implying some improper motive on the part of a judge or magistrate. In New Zealand there have been some isloated but significant threats and cases, particularly in the volatile area of family law. This article reviews some recent Australian and New Zealand cases where a charge of scandalising the court has been either threatend or enforced and considers the implications for freedom of media expression in a new era of anti-terrorism when important questions are being asked about the fairness of justice processes. 

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