Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

Autor/inn/en	Cheung, Ruby S. H.; Hui, Anna N. N.; Cheung, Alan C. K.
Titel	Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity
Quelle	In: ECNU Review of Education, 3 (2020) 4, S.632-658 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120967447
Schlagwörter	Foreign Countries; Academically Gifted; Gifted Education; Program Effectiveness; Clubs; Educational Needs; Psychological Needs; Student Needs; Curriculum Development; Faculty Development; Parents; Empowerment; Student Development; Educational Finance; Program Implementation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Club; Klub; Educational need; Bildungsbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Eltern; Bildungsfonds; Hongkong
Abstract	Purpose: This study explores the contributions and effectiveness of the Jockey Club "Giftedness into Flourishing Talents" Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers' professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT's significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01