Gifted Education in the Australian Context

Autor/inn/en	Walsh, Rosalind L.; Jolly, Jennifer L.
Titel	Gifted Education in the Australian Context
Quelle	In: Gifted Child Today, 41 (2018) 2, S.81-88 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217517750702
Schlagwörter	Gifted; Educational Practices; Identification; Foreign Countries; Females; Acceleration (Education); Educational Policy; Barriers; Models; National Curriculum; Student Needs; Faculty Development; Teacher Education; Geographic Regions; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Bildungspraxis; Identifikation; Identifizierung; Ausland; Weibliches Geschlecht; Acceleration; Beschleunigung; Politics of education; Bildungspolitik; Analogiemodell; Lehrerausbildung; Lehrerbildung; Australien
Abstract	The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01