Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices

Autor/inn/en	Heuser, Brian L.; Wang, Ke; Shahid, Salman
Titel	Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices
Quelle	In: Global Education Review, 4 (2017) 1, S.4-21 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Comparative Education; Gifted; Special Education; Educational Policy; Public Policy; Definitions; Academic Ability; Academic Aptitude; Academic Achievement; Nature Nurture Controversy; Foreign Countries; Austria; Canada; Cyprus; United Kingdom (England); Finland; Germany; Hong Kong; Hungary; Ireland; Japan; South Korea; Lebanon; Mexico; New Zealand; Netherlands; Poland; China (Shanghai); Singapore; Switzerland; Russia; Taiwan; United States; Zimbabwe + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Öffentliche Ordnung; Begriffsbestimmung; Schulleistung; Umweltdebatte; Ausland; Österreich; Kanada; Zypern; Finnland; Deutschland; Hongkong; Ungarn; Irland; Korea; Republik; Libanon; Mexiko; Neuseeland; Niederlande; Polen; Singapur; Schweiz; Russland; USA; Simbabwe
Abstract	We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01