FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2238197209> ?p ?o ?g. }

• W2238197209 abstract "To bring about a transformation in the provision of a meaningful education for gifted and talented students in regular classrooms, teachers need to develop a critical awareness about equity as ‘needs-based’ and address the ‘taken for grantedness’ of perceptions about giftedness and practices. It is argued that when teachers’ thinking about equity, giftedness, gifted and talented students is changed first, their critical pedagogy will transform the status quo of gifted and talented education in regular classrooms. This thesis outlines research that examines the ways teachers think about giftedness and the education of gifted and talented students in regular classrooms in Western Australian primary schools and explores the circumstances in which teachers’ thinking transforms individual teachers into ‘thinking teachers’. A qualitative research approach with an emergent design and a critical interpretivist research paradigm grounded in Paulo Freire’s perspective of critical consciousness was utilised to understand teachers’ thinking. Twenty classroom teachers with different ethnic backgrounds and teaching experiences in both public and private primary schools were recruited through planned and snowball sampling. In-depth open ended face to face interviews were conducted with individual participants between December 2009 and July 2010 to find out what they thought about giftedness and the education of gifted and talented students. The recursive model of interviewing was used as the method for collecting data. My overarching research question is: What do teachers think about giftedness and the education of gifted and talented students? My two specific research questions are: How does teachers’ thinking affect their conceptualisations of giftedness, gifted and talented students and their work in regular classrooms? Under what circumstances does teachers’ thinking change them into ‘thinking teachers’? Within the context of this study, ‘thinking teachers’ are conceptualised as those who reflect on why they are doing what they are doing, evaluate how they do what needs to be done and become empowered to transform the status quo and unsuitable teaching practices to provide a meaningful education to every student. The findings suggested that individual participants were at different stages in the process of becoming ‘thinking teachers’. Participation in this study provided an opportunity for participants to examine more closely their ideas, beliefs and opinions about equity, giftedness, gifted and talented students and to reflect meaningfully about how they worked with those students. Despite their different perspectives of giftedness, all the participants acknowledged that giftedness is an above average ability to demonstrate an outstanding performance. There was a concern among many participants that certain teachers did not make any provisions for the gifted students in their regular classrooms. The findings also uncovered the notion of equity as equality (a concept based on sameness and equal shares) and a ‘taken for grantedness’ of perceptions about giftedness which affected both the participants’ identification of gifted and talented students and teaching practices. This study concludes that stakeholders such as teachers, school principals, policy makers, Department of Education and teachers’ educational institutions need to bring about a transformation in the thinking of teachers to dispel misconceptions of giftedness and talent. Governments and the community need to support teachers with the resources and funds for teacher education and professional development in gifted education as well as gifted programs." @default.
• W2238197209 created "2016-06-24" @default.
• W2238197209 creator A5050656397 @default.
• W2238197209 date "2012-01-01" @default.
• W2238197209 modified "2023-09-27" @default.
• W2238197209 title "Educating gifted and talented students: From teachers' thinking to thinking teachers" @default.
• W2238197209 cites W143436174 @default.
• W2238197209 cites W1486367002 @default.
• W2238197209 cites W1490553148 @default.
• W2238197209 cites W1496698723 @default.
• W2238197209 cites W1501195231 @default.
• W2238197209 cites W1503677948 @default.
• W2238197209 cites W1508223517 @default.
• W2238197209 cites W1516289941 @default.
• W2238197209 cites W1527311855 @default.
• W2238197209 cites W1537651267 @default.
• W2238197209 cites W1539905757 @default.
• W2238197209 cites W1540206427 @default.
• W2238197209 cites W1540248607 @default.
• W2238197209 cites W1546345004 @default.
• W2238197209 cites W1552243442 @default.
• W2238197209 cites W1556236940 @default.
• W2238197209 cites W1560421489 @default.
• W2238197209 cites W1570752945 @default.
• W2238197209 cites W1570917471 @default.
• W2238197209 cites W1571773269 @default.
• W2238197209 cites W1576460547 @default.
• W2238197209 cites W1577785489 @default.
• W2238197209 cites W1583071117 @default.
• W2238197209 cites W1584610626 @default.
• W2238197209 cites W1590154464 @default.
• W2238197209 cites W1590937613 @default.
• W2238197209 cites W1591395294 @default.
• W2238197209 cites W1601216139 @default.
• W2238197209 cites W172885134 @default.
• W2238197209 cites W1785140710 @default.
• W2238197209 cites W1800348754 @default.
• W2238197209 cites W187874251 @default.
• W2238197209 cites W1935258309 @default.
• W2238197209 cites W1965516070 @default.
• W2238197209 cites W1966340639 @default.
• W2238197209 cites W1966400272 @default.
• W2238197209 cites W1968667493 @default.
• W2238197209 cites W1981215831 @default.
• W2238197209 cites W1982478788 @default.
• W2238197209 cites W1984165741 @default.
• W2238197209 cites W1989679474 @default.
• W2238197209 cites W2007781315 @default.
• W2238197209 cites W2009068238 @default.
• W2238197209 cites W2011562487 @default.
• W2238197209 cites W2012202937 @default.
• W2238197209 cites W2014162365 @default.
• W2238197209 cites W2014431942 @default.
• W2238197209 cites W2017589467 @default.
• W2238197209 cites W2018251240 @default.
• W2238197209 cites W2036641149 @default.
• W2238197209 cites W2048431936 @default.
• W2238197209 cites W2049754929 @default.
• W2238197209 cites W2055673837 @default.
• W2238197209 cites W2056330418 @default.
• W2238197209 cites W2059881904 @default.
• W2238197209 cites W2061769133 @default.
• W2238197209 cites W2066366951 @default.
• W2238197209 cites W2078443996 @default.
• W2238197209 cites W2090983681 @default.
• W2238197209 cites W2095808292 @default.
• W2238197209 cites W2101822087 @default.
• W2238197209 cites W2107018104 @default.
• W2238197209 cites W2107126982 @default.
• W2238197209 cites W2109185793 @default.
• W2238197209 cites W2121199536 @default.
• W2238197209 cites W2122838852 @default.
• W2238197209 cites W2143774838 @default.
• W2238197209 cites W2148685764 @default.
• W2238197209 cites W2150739968 @default.
• W2238197209 cites W2171736972 @default.
• W2238197209 cites W2171823435 @default.
• W2238197209 cites W2241496387 @default.
• W2238197209 cites W2242247561 @default.
• W2238197209 cites W2330734964 @default.
• W2238197209 cites W2339295072 @default.
• W2238197209 cites W2342829663 @default.
• W2238197209 cites W2478407356 @default.
• W2238197209 cites W2479221790 @default.
• W2238197209 cites W2480526112 @default.
• W2238197209 cites W2480645862 @default.
• W2238197209 cites W2482744715 @default.
• W2238197209 cites W2494781819 @default.
• W2238197209 cites W2497287566 @default.
• W2238197209 cites W2499573925 @default.
• W2238197209 cites W2501352957 @default.
• W2238197209 cites W2503804187 @default.
• W2238197209 cites W2504034453 @default.
• W2238197209 cites W2553881702 @default.
• W2238197209 cites W2568476927 @default.
• W2238197209 cites W2605241347 @default.
• W2238197209 cites W2612775750 @default.
• W2238197209 cites W263186099 @default.
• W2238197209 cites W270518258 @default.
• W2238197209 cites W2790841064 @default.

• next