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Bannister-Tyrrell, Michelle – Australasian Journal of Gifted Education, 2017
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 neuroscience. As the DMGT is commonly used in Australia, it is important that the model reflects our understanding of intelligence, what high potential is…
Descriptors: Foreign Countries, Models, Academically Gifted, Talent
Merrotsy, Peter – Australasian Journal of Gifted Education, 2017
It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related…
Descriptors: Foreign Countries, Academically Gifted, Student Needs, Educational Policy
Wellisch, Mimi – Australasian Journal of Gifted Education, 2016
Most Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that…
Descriptors: Foreign Countries, Academically Gifted, Student Needs, Models
Reddington, Sarah; Price, Deborah – International Journal of Special Education, 2018
In advancing educational inclusion efforts this critical position paper makes explicit the relevance of new materialism as a pedagogy to counter the dominant special education models in Canadian and Australian school contexts. This paper argues the implementation of special education policies and programs do not adequately address the complexity…
Descriptors: Disabilities, Agenda Setting, Child Advocacy, Inclusion
Pill, Shane; Stolz, Steven – Asia-Pacific Journal of Health, Sport and Physical Education, 2017
This paper explores Australian secondary physical education (PE) teachers' understanding of PE in the context of new curriculum familiarisation. Data was initially collected through online surveys (phase 1), and based on this data, participants were sourced from, and volunteered to be interviewed as part of phase 2 (interviews). The analysis of…
Descriptors: Foreign Countries, Secondary School Teachers, Physical Education Teachers, Curriculum
Butt, Rosemary – International Journal of Inclusive Education, 2016
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…
Descriptors: Disabilities, Mainstreaming, Learning Problems, Inclusion
Lovat, Terence; Holbrook, Allyson; Bourke, Sid; Fairbairn, Hedy; Kiley, Margaret; Paltridge, Brian; Starfield, Sue – Higher Education Review, 2015
The paper draws on a series of Australian Research Council (ARC) projects aimed at understanding better the process of doctoral examination. The early phase focussed on the Australian doctorate, which functions without a Viva, while the later phase was concerned with comparing the earlier findings with analysis of the United Kingdom (UK) and New…
Descriptors: Foreign Countries, Educational Methods, Comparative Analysis, Comparative Education
Castejón, Alba; Zancajo, Adrián – European Educational Research Journal, 2015
This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores…
Descriptors: Disadvantaged, Educational Policy, Educational Practices, Individualized Programs
Fahey, Johannah; Prosser, Howard – International Journal of Qualitative Studies in Education (QSE), 2015
Elite schools around the world aspire to produce perfect students and yet there are always obstacles to this perfection being achieved. In this paper, we suggest that this process of perfectionism and obstruction can best be understood using a methodology that looks to the creative arts, rather than the usual social science orthodoxies. Our focus…
Descriptors: Best Practices, Foreign Countries, Ethnography, Secondary School Students
Maringe, F.; Foskett, N.; Woodfield, S. – Compare: A Journal of Comparative and International Education, 2013
We know little about how internationalisation processes are understood, rationalised and prioritised in different parts of the world. A global survey of internationalisation in universities was undertaken at the University of Southampton to fill this gap. Its purpose was to discover how strategic leaders in universities in different parts of the…
Descriptors: Global Approach, International Studies, Models, Questionnaires
Rouse, Liz – Contemporary Issues in Early Childhood, 2012
Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector,…
Descriptors: Early Intervention, Early Childhood Education, Self Efficacy, Foreign Countries
Luke, Allan; McArdle, Felicity – Asia-Pacific Journal of Teacher Education, 2009
Federal, State and school-based professional development has become a multi-million dollar educational enterprise in Australia. Yet there are no published models for the making of systems-level professional development policy. Reviewing the literature on the characteristics of effective professional development programs, this paper proposes a…
Descriptors: Foreign Countries, Professional Development, Educational Policy, Theory Practice Relationship
Kosbab, Derek J. – Education & Training, 2003
Presents a perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn, results in moves towards maturation. Reports research with unemployed adults engaging in vocational training and resulting in four findings. First, while training packages describe assessable outcomes…
Descriptors: Job Skills, Vocational Education, Trainees, Competence