Teacher perceptions of gifted cultural minorities: An Australian study

Author

Genevieve Thraves

 

This paper presents findings from a qualitative case study set within an Australian boarding school, which explored the perceptions of teachers in relation to gifted cultural minorities. The study aimed to shed light on the persistent underrepresentation of some cultural minority groups in the extension and enrichment programs offered at the study site. Ten teacher participants at Boarding College [Pseudonym] were recruited and interviewed in relation to their views on the topic. Thematic analysis revealed that the teachers held diverse views of cultural minorities, and lacked the cultural competence to respond to the gifted needs of these learners. The teachers also viewed giftedness and gifted programs as performance based, and this may act to preclude some cultural minorities from being identified. Furthermore, it was found that the teachers often viewed the underrepresentation of Indigenous students in gifted education as stemming from issues relating to the students and their culture, and from systemic school-based factors. Despite these somewhat negative findings, teachers at the study site viewed it to be an educator’s responsibility to cater for the gifted cultural minority student, suggesting the participants would be willing to address the problems identified.

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Vol30_2_Genevieve_Thraves.pdf (66 downloads)

 

Keywords: gifted cultural minority students, cultural competence, underrepresentation

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Should young talented readers be considered gifted students?

Author

Michelle Bannister-Tyrrell

 

Due to the lack of empirical research that currently exists on talented readers this paper takes a three-tiered approach to determining whether our talented readers should be considered gifted students. First, this paper investigates the literature on talented readers; then it reviews relevant issues in reading theory; and finally it discusses how these concepts currently sit within gifted education.

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Vol30_3_Michelle_BannisterTyrrell.pdf (41 downloads)

 

Keywords: talented reader, precocious reader, gifted

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The identification of gifted children in Australia: The importance of policy

Author

Eileen Slater

 

Historically, Australia has lacked a consistent approach to identifying gifted children, not just between States and Territories, but between the districts within them and from one school to the next. A consistent approach requires a common definition of giftedness and well defined identification policies and procedures. This article summarises the policies espoused and practices recommended by the public education authorities (Departments of Education) in the identification of gifted children in the six States and two mainland Territories that comprise Australia. The analysis included the review of publically available policies and guidelines accessible through government departmental web-sites and correspondence with State and regional curriculum or gifted education coordinators, where they existed, to ensure accuracy of representation. Recommendations include being more prescriptive in the instruments, methods and procedures which are mandated for use and including the procedures by which schools, principals and teachers will be held accountable for implementing gifted policies as a part of the policies themselves.

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Vol30_1_Eileen_Slater.pdf (311 downloads)

 

Keywords: gifted, policy, identification

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