No accessFULL TEXTAustralasian Journal of Gifted EducationEditorial01 December 2019Editorial Authors: Jae Yup Jung Authors: Jae Yup Jung Associate Professor, School of Education, University of New South Wales, email: [email protected] Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK "Editorial." Australasian Journal of Gifted Education, 28(2), pp. 4–5 Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:4-5First Page:4Last Page:5Source:Australasian Journal of Gifted Education, Vol. 28, No. 2, Dec 2019: 4-5Date of Publication:December 2019Date Last Modified:22 November 2019 14:41Date Last Revised:22 November 2019Volume:28Issue:2Subject METRICS Downloaded 0 times Copyright© Australian Association for the Education of the Gifted and Talented, 2019Download PDFLoading ...

No accessFULL TEXTAustralasian Journal of Gifted EducationEditorial01 June 2019Editorial Authors: Jae Yup Jung Authors: Jae Yup Jung Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK "Editorial." Australasian Journal of Gifted Education, 28(1), pp. 4–5 Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:4-5First Page:4Last Page:5Source:Australasian Journal of Gifted Education, Vol. 28, No. 1, Jun 2019: 4-5Date of Publication:June 2019Date Last Modified:22 November 2019 15:04Date Last Revised:22 November 2019Volume:28Issue:1Subject METRICS Downloaded 0 times Copyright© Australian Association for the Education of the Gifted and Talented, 2019Download PDFLoading ...

Gagne's (1985, 2004, 2008, 2010, 2013) Differentiated Model of Giftedness and Talent (DMGT) has evolved in response to findings from the research in cognitive and developmental psychology and neuro...

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2017Predicting academic achievement growth among low-income Mexican American learners using dynamic and static assessments Authors: Michael S Matthews; Jennie Farmer Authors: Michael S Matthews Professor, Gifted Education Department of Special Education and Child Development College of Education building, UNC Charlotte, email: [email protected] Google Scholar More articles by this author ; Jennie Farmer Assistant Professor, Special Education Program, Department of Teacher Education, Clemson University, email: [email protected] Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures were developed. In this exploratory study we examined seven years' follow-up performance on a state proficiency test to determine the extent to which dynamic and static measures administered in second grade predicted academic growth among a low-income population of students of Mexican American heritage. Based on a series of multilevel models, we concluded that neither the dynamic nor static test performance was a statistically significant predictor of individual differences in growth, though confidence intervals are suggestive that a larger sample with more power might identify such a relationship. We discuss findings in the context of identification for gifted education programming. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:5-21First Page:5Last Page:21Source:Australasian Journal of Gifted Education, Vol. 26, No. 1, Jun 2017: 5-21Date of Publication:June 2017Date Last Modified:05 September 2019 12:02Date Last Revised:05 May 2017Volume:26Issue:1SubjectDynamic assessment (Education)Educational evaluation--MethodologyGifted children--EducationMeta-analysis METRICS Downloaded 2 times Copyright© Australian Association for the Education of the Gifted and Talented, 2017Download PDFLoading ...

Review(s) of: Giftedness and talent in the 21st century. Adapting to the turbulence of globalization, by Ambrose, D. and Sternberg, R. J. (Eds). (2016.) The Netherlands: Sense, 318pp. Paperback ISBN-9789463005012, Hardcover ISBN 9789463005029.

Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through subjective attainment, utility, and interest values. In-depth data were gathered from five high achieving Pasifika students who attained at least one NZQA Scholarship between 2005 and 2012. It was found that during the year these students sat the NZQA Scholarship examinations, their sources of value changed as they perceived different costs and opportunities associated with the NZQA Scholarship. Limitations, implications, and future directions for supporting high achieving Pasifika students are also discussed.

Review(s) of: A nation empowered: Evidence trumps the excuses holding back America's brightest students, edited by Susan G. Assouline, Nicholas Colangelo, Joyce Van Tassel-Baska, and Ann Lupkowski-Shoplik and published by the Belin-Blank Center for Gifted and Talented Education at the University of Iowa.

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 December 2015AAEGT president's report Authors: Christine Ireland Authors: Christine Ireland Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK "AAEGT president's report." Australasian Journal of Gifted Education, 24(2), pp. 87– Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:87First Page:87Source:Australasian Journal of Gifted Education, Vol. 24, No. 2, Dec 2015: 87Date of Publication:December 2015Date Last Modified:05 September 2019 12:02Date Last Revised:08 January 2019Volume:24Issue:2Subject METRICS Downloaded 0 times Copyright© Australian Association for the Education of the Gifted and Talented, 2015Download PDFLoading ...

This study investigated the careers of three former musical prodigies (i.e., Ervin Nyiregyhazi, Fanny Mendelssohn Hensel, and David Helfgott) who made mature decisions to pursue music as a career, but did not achieve at the expected levels of distinction as adults. Many of the individual factors that may contribute to their relative lack of adult success appear to be related to factors other than natural ability, including a less than optimal level of psychosocial skills, restrictions imposed by society, and distractions from a complete commitment to music. Greater scholarly attention to the adult careers of musical prodigies is necessary to ensure that future generations of musical prodigies are better supported to realise their potential.