Australian Association Research Articles

Supporting Researchers and Institutions in Engagement and Impact Assessment: A Gap Analysis Concerning the Core Skills of LIS Professionals in Australia

Academic institutions have been evaluating research for many years. There has been a focus towards measuring and demonstrating research excellence in Australia with the Excellence in Research for Australia (ERA) replacing the Research Quality Framework in 2007. Since then Australia have moved to evaluate not just the quality of research but its impact beyond academia. The aim of this study is to investigate the skills needed by information professionals to guide researchers and universities in fulfilling their requirements of the EI Assessment that will be implemented alongside ERA 2018. This study will involve an inductive framework by using multiple analytical techniques. It will gather job adverts and role descriptions which are associated with research support in engagement and impact assessment. Through thematic coding, a content analysis will be conducted, identifying the core competencies required in these roles. This will lead to a gap analysis / mapping exercise to understand the relationship between expected and highly regarded core competencies required by employers to fulfil supporting roles in engagement and impact assessment, and the current level of skill expected by industry body the Australian Library and Information Association, via their research focused skills audit template.

Survey Results of the Research Needs and Requirements of the Ginning Industries in Australia and the United States

A survey of four questions was sent to members of cotton ginning associations in Australia and the U.S. to determine what issues and problems need to be addressed and where their respective research institutions should focus their time, money, and energy. Responses to each question were similar between the two countries as both have highly mechanized approaches to production, harvesting, and ginning. Thus, issues associated with automation, labor, moisture, fiber quality, utilization of cotton byproducts/waste, and plastic contamination were raised. Responses that differed between the two countries were related to issues associated with the adoption or lack of adoption of certain technologies. The prime example is the adoption of the new John Deere onboard round-module building harvester, which the Australian industry has, in a relatively short period, implemented into its production and ginning systems. In contrast, the U.S. industry is starting to scale up adoption of this technology and as such is experiencing the challenges that come with the implementation of a new technology. Consequently, U.S. gins rated the handling of the plastic wrap used by the onboard module harvester of greater importance than the Australian industry, which has more experience with this issue. Overall, the survey should assist in focusing and coordinating the research efforts of both countries in addressing research and development priorities for their respective industries.

Out of sight out of mind – subsea pipeline decommissioning

Existing legislation, regulation and documentation dealing with decommissioning of offshore oil and gas infrastructure has traditionally been derived from experience gained in the North Sea and the Gulf of Mexico. The Australian operating environments are very different and, consequently, there is no Australian industry-wide engineering standard dedicated to the decommissioning of offshore pipelines. Decommissioning of Australian offshore pipelines is currently handled on a case-by-case basis. The efficiency and effectiveness of any given decommissioning project is variable, and highly dependent upon the experience of the pipeline operator. Given the maturity stage of the Australian offshore oil and gas industry, it is foreseen that in the coming years many operators will approach the task of decommissioning offshore pipelines for the first time. In 2014 the Energy Pipelines Cooperative Research Centre (EPCRC) formed an offshore users group, comprising pipeline experts from several offshore oil and gas operators and engineering consultancies that are members of the Australian Pipelines and Gas Association’s Research and Standards Committee (APGA RSC). This group is developing an engineering guideline for the decommissioning of offshore pipelines. It is being developed in close communication with the Australian Petroleum Production and Exploration Association (APPEA), which has formed a decommissioning committee in relation to offshore facilities. This ensures the guideline is being developed by and with input from a broad spectrum of the Australian offshore oil and gas industry, with the aim of capturing best practice in the Australian context.

"I need to do better, but I don't know what to do": Primary teachers' experiences of talented young writers

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 December 2016"I need to do better, but I don't know what to do": Primary teachers' experiences of talented young writers Authors: Vernitta Easton; Janet S Gaffney; Janna Wardman Authors: Vernitta Easton Faculty of Education and Social Work, University of Auckland Google Scholar More articles by this author ; Janet S Gaffney Professor of Educational Psychology-Literacy and Director, Faculty of Education and Social Work, The Marie Clay Research Centre-LEAD in Early Literacy, University of Auckland, email: [email protected] Google Scholar More articles by this author ; Janna Wardman Lecturer, Faculty of Education and Social Work, University of Auckland, 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 The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of writing samples. Findings from this study indicated that the teachers did not use the school's policy guidelines on gifted and talented students. Teachers offered similar meanings of giftedness and talent, utilized a narrow range of behaviours in the identification process, and relied upon assessment data and teaching experience in decision making. Minimal in-class provisions were available to lift their achievement. Teachers identified many challenging aspects in teaching talented writers. This study reinforces the need for, and importance of, continuing professional development regarding the teaching of talented young writers in primary schools. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:34-51First Page:34Last Page:51Source:Australasian Journal of Gifted Education, Vol. 25, No. 2, Dec 2016: 34-51Date of Publication:December 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:2SubjectGifted children--EducationPrimary school teachers--AttitudesAuthorshipGeographic LocationNew Zealand METRICS Downloaded 11 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...

"Allowing them to flourish": Parents support the leadership, academic and administrative challenges of full-year acceleration of their children at high school

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 December 2016"Allowing them to flourish": Parents support the leadership, academic and administrative challenges of full-year acceleration of their children at high school Authors: Janna Wardman Authors: Janna Wardman Lecturer, Faculty of Education, University of Auckland, 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 Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N=16) of a group of New Zealand students (N=12) who were accelerated a full year in their first year of high school. The students completed five years secondary schooling in four years, before all proceeding to university, with the majority being 16 years old at time of entry instead of 17 or 18. As the data are substantial, the results are reported in two articles: the first reported on social and emotional challenges faced by the students. This current article reports on the parents' perceptions of the leadership, academic and administrative challenges of full-year acceleration. Most of the accelerands were moderately, not profoundly gifted and all resided in a lower socio-economic area. The parents reflect on the strategy of full-year acceleration and how it affected the opportunities available to their children. This positive account reinforces the international literature on the long-term benefits of full-year acceleration. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:22-33First Page:22Last Page:33Source:Australasian Journal of Gifted Education, Vol. 25, No. 2, Dec 2016: 22-33Date of Publication:December 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:2SubjectEducational acceleration--EvaluationEducation--Parent participationAcademic achievementEducation--CurriculaTeacher-student relationshipsGifted children--Education METRICS Downloaded 3 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...

Perspectives of US and Australian Hand Therapists About Pediatric Hand Transplantation.

Pediatric hand transplantation (PHT), an investigational therapy, was recently performed in the United States. Perspectives of hand therapists about PHT patient selection (inclusion and exclusion criteria), team configuration, patient assent, and patient compliance were explored. Quantitative survey. We used a research ethics committee-approved 18-question e-link anonymous questionnaire to survey members of the American Society of Hand Therapists and the Australian (AU) Hand Therapy Association for their perspectives on PHT. All surveyed hand therapists work with children (n = 18 Australia [AU], n = 85 United States) and some had been involved in adult hand transplant rehabilitation (28% AU, 21% United States; P = .543, not significant (NS)). The US and AU therapists differ regarding their opinions on multidisciplinary team membership, smoking as an exclusion criterion, and risk of posttransplant rehabilitation noncompliance. This research opens a dialogue on the clinical and ethical complexity of PHT, including team configuration, inclusion/exclusion criteria, the assent process, and rehabilitation access/compliance. Furthermore, international perspectives are informative as they highlight funding and access issues and can potentially guide global professional society policy.

Family carers' experiences of receiving the news of a diagnosis of Motor Neurone Disease: A national survey

Family carers have a central role in the care and support of people with MND and face the challenges of the disease from diagnosis to progression and the multiple losses of MND, but their support needs are often neglected.This study aimed to investigate the experiences of family carers at the time of diagnosis and their satisfaction with receiving the news. An anonymous postal survey was facilitated by all MND Associations in Australia (2014) and 190 family carers completed the questionnaire. The questions centred on the SPIKES protocol for communicating bad news.Two-thirds of family carers rated the skills of their neurologists as above average and were satisfied with the delivery of the diagnosis, in terms of having a significantly longer consultation time, the neurologist being warm and caring, satisfaction with the amount and content of information they received and relevant supports, and a plan for following up support. Conversely those who rated the neurologist's skills as below average commented on the difficulties they encountered and the long term emotional stress engendered by poor communication.The study emphasises previous research that suggested that neurologists may require education and training in communicating the diagnosis and this should include family carers as a vital member in MND care.

2014 Australian Association for Research in Education Presidential Address

The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political—not in the interests of advancing my research agenda, but to add “to the weave and pattern of the association’s history” (Reid 2010, p. v). Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round (see Australian Research Council: ARC archives 2016) to encapsulate my key argument that educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating. To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association.

Re-presenting, performing critical/post-critical research realities

The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a ‘Theory Workshop’ (13–15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for ‘opening up’ discussion about the complex relations between theory and methods, and to show how these complex relations have been realised in our own, very different, researcher trajectories. It was a ‘contradictory-performance’ – we conducted a dialogue, invited interruptions, meandered from the central issue of theory–method nexus, talked past one another, worked with a chaotic PowerPoint presentation (slides from which are included here) and so on. We wanted the talk to be messy and, in both its form and contents, to be an invitation to others to engage in similar ways during the weekend. We were also interested in connecting and disconnecting with some of the recent debates in education research, for example on experimental practices, performativity, new materiality, and post-qualitative research. Drawing on these debates and on our own research work, we wanted to create the space for considering our research in terms of their disjunctive ‘journeys’ and in terms of the consequences (and therefore to think about the purposes of research, and relatedly the purposes of education) of this contradictory work. This article is a reworked version of this talk – but we have tried to keep its open ‘feel’ in the hope of inviting other conversations about, and connections with and between, theory and methods.

Understanding The Key Attributes for a Successful Innovation Culture

This paper presents the results and findings of a research project on innovation culture in Australian information technology sector organisations. The primary objective of this study was to establish the determinants of a successful enterprise innovation culture in organisations with a strong industry reputation for radical innovation initiatives. The authors obtained 244 responses from 102 member organisations of the Australian Information Industry Association (AIIA). The survey explored the internal and external characteristics of a successful innovative organisation. Both employees' and competitors' perspectives on “what makes a particular organisation a successful innovator” were the main focus. The authors' findings indicated that the absence of a successful innovation culture is a serious impediment to growth and success. However, preferences for the key innovation culture attributes varied significantly by executive functions, size of the organization and type of ownership structure. Thus, a mix of key innovation attributes should be deployed and tailored to each organisation, based on their industry and strategic objectives.

Sport-specific factors predicting player retention in junior cricket

Understanding factors that motivate young athletes to continue participation in sport can help key stakeholders cultivate an environment that fosters long-term participation. This investigation sought to determine the performance and participation factors that influenced continued participation in junior cricket. Administration-level data were collected each annual season across a seven-year period by a community-level junior cricket association in Australia and analysed to identify the performance and participation-based predictors of player retention. All players were males aged <16 years. Players were categorised according to whether they remained in (or departed from) the association at the end of each playing season. A multivariate logistic regression model with a stepwise variable selection was employed to identify significant independent predictors of player retention. The number of innings batted and overs bowled were significant participation-related contributors to junior cricket player retention. Performance factors such as the number of wickets taken and the number of runs scored also significantly influenced player retention. Finally, team age group, the number of previous seasons played and age were also significant factors in player retention. This demonstrates that sufficient opportunity for children to participate in the game and expression of skills competence are key factors for retention in cricket.

Environmental Reviews and Case Studies: Cultural Heritage, Community Engagement, and Environmental Impact Assessment in Australia

This brief article sketches the current situation regarding cultural heritage, community engagement, and environmental impact assessment in Australia. The country is by no means perfect when it comes to heritage management in the impact-assessment process. Yet, practitioners have evolved a set of common understandings concerning social value and community engagement that characteristically (though, of course, not inevitably) produce mutually-acceptable outcomes for all stakeholders. These understandings rest largely on the internationally-renowned “Burra Charter,” which applies to all cultural heritage in Australia, but are given added legal weight with regard to Indigenous heritage by Native Title legislation giving Aboriginal and Torres Strait Islander people a significant say in land use. The centrality of social value and community engagement is clear in the codes of ethics of professional organizations managing heritage in impact assessment, such as the Australian Archaeological Association and the Australian Association of Consulting Archaeologists Inc.

Henry Lives! Learning from Lawson Fandom

In an age when many fan activities are undertaken via online networks, devotees of long-dead Australian author Henry Lawson are predominantly bound by face-to-face participation in shared commemorative events. Traditionally seen by fans and readers as 'the Mate of Australia', Lawson is a figure who has inspired a constellation of transformative fan practices ranging from impersonation to extreme outback pilgrimages. Based on interviews with fans and participant observation, this article will show Henry Lawson Society events are intrinsically interactive, encouraging all members to participate in a variety of modes, through visual art, music, poetry and theatre. I argue that Henry Lawson fans are productive rather than critical, circulating their homages within a well-defined community of interest. I argue that Henry Lawson fans re-deploy texts in creative ways in order to make sense of their own social experience. Through a study the fan activities of passionate amateurs - such as Henry Lawson Literary and Memorial Society members - 'nonauthorised' ways of interpreting texts may be discerned, providing alternatives to the 'suspicious reading' of critics.

Extension orthoses and the stiff proximal interphalangeal joint following hand trauma: A review of current clinical practice in the Australian context

Introduction Extension orthoses are frequently prescribed by hand therapists to treat fixed flexion deformity of the proximal interphalangeal joint. A wide variety of proximal interphalangeal joint extension orthoses exist, but there is limited research evidence to guide implementation in clinical practice. Consequently, effective management of fixed flexion deformity of the PIP joint remains a challenge. Method An electronic survey was distributed to members of the Australian Hand Therapy Association. The survey included two case scenarios, (including a fixed flexion deformity of 30° and 55°) and participants were asked to identify their preferred orthosis for each case. Responses to closed questions were analyzed descriptively. Thematic analysis for open-ended questions was completed by two experienced hand therapists. Results One hundred ninety-five therapists completed the electronic survey. Handmade capener (21.7%), pre-fabricated capener (22.2%), and static finger troughs (21.1%) were the preferred orthoses for treatment of contractures of 30°. Serial casts (60.9%) were the preferred choice for a contracture of 55°. Key themes influencing choice of orthosis reflected an evidence-based practice approach to clinical reasoning that combined use of available evidence with therapists’ experience and the needs of the patient. Therapists’ interpretation and application of research differed according to their unique situation. Conclusion Orthotic prescription is a multifaceted process that combines therapists’ interpretation of evidence with their experience and the needs of the patient. Further research is needed to evaluate and clarify current theories that are used to guide intervention.

Danijel Dzino and Ken Parry, eds., Byzantium, Its Neighbours and Its Cultures. (Byzantina Australiensia 20.) Brisbane: Australian Association for Byzantine Studies, 2014. Pp. 294; some figures. AU $40. ISBN: 978-1-876503-01-7.Table of contents available online at http://www.aabs.org.au/byzaust/byzaus20/ (accessed 15 March 2016)

Previous articleNext article No AccessReviewsDanijel Dzino and Ken Parry, eds., Byzantium, Its Neighbours and Its Cultures. (Byzantina Australiensia 20.) Brisbane: Australian Association for Byzantine Studies, 2014. Pp. 294; some figures. AU $40. ISBN: 978-1-876503-01-7.Table of contents available online at http://www.aabs.org.au/byzaust/byzaus20/ (accessed 15 March 2016)Panos SophoulisPanos SophoulisUniversity of Athens Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Speculum Volume 91, Number 3July 2016 The journal of the Medieval Academy of America Article DOIhttps://doi.org/10.1086/686498 Views: 52Total views on this site Copyright 2016 by the Medieval Academy of America. All rights reserved. For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

‘Unintended’ audiences of alcohol advertising: exposure and drinking behaviors among Australian adolescents

Purpose: To measure associations between exposure to alcohol advertising and drinking behaviors among secondary students in Victoria, Australia.Methods: Students aged 12–17 years completing a cross-sectional survey in 2011 (n = 4,413) indicated their exposure to alcohol advertising via multiple media channels. Students also indicated whether they had consumed alcohol in the past month and the number of alcoholic drinks consumed on each of the seven days preceding the survey. Students drinking five or more drinks on one of these seven days were classified as ‘risky drinkers’. Logistic regression analyses examined associations between exposure to alcohol advertising media and alcohol consumption measures, controlling for student-level demographic variables.Results: Exposure to alcohol advertising was most common through television (58%), alcohol branded merchandise (42%), and the internet (39%). After controlling for other advertising exposure measures, weekly exposure to alcohol advertising via billboards/newspapers/magazines and ownership of at least one alcohol branded item was significantly associated with consuming alcohol in the past month and at risky levels.Conclusions: Findings show high exposure to alcohol advertising among Australian youth and associations with drinking behaviors, suggesting the need for increased regulation of alcohol advertising across traditional and non-traditional media.

Scaffolding the Mathematical “Connections”: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra

This paper discusses the results of a three-year mixed methods study into the effectiveness of a mathematics education unit. This was written for both pre-service primary education students and re-training in-service teachers, to prepare them for the teaching of pre-algebra and early algebra. The unit was taught rom 2013 to 2015 inclusively in a School of Education setting of a university in an Australian capital city. Focusing on the Number and Algebra strand in the Australian Curriculum, its purpose was to better prepare some novice teachers through modelling a more coherent approach to mathematics teaching. The unit’s genesis lies in the author’s belief that many mathematics teachers conduct their classes in isolated “pockets” of instruction that are not sufficiently informed by a broader, connected understanding of the mathematics. The unit was also prepared as a contribution to the recent call by the Australian Association of Mathematics Teachers for more targeted initiatives to combat the decrease of STEM skills in our schools (AAMT, 2014). Results from the analysis of this study suggest that there might be much to be gained from this new approach.

Gagné's DMGT and underachievers: The need for an alternative inclusive gifted model

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2016Gagne's DMGT and underachievers: The need for an alternative inclusive gifted model Authors: Mimi Wellisch Authors: Mimi Wellisch Macquarie University Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract 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 its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch and Brown, 2012) is reviewed and recommended as a replacement. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:18-30First Page:18Last Page:30Source:Australasian Journal of Gifted Education, Vol. 25, No. 1, Jun 2016: 18-30Date of Publication:June 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:1SubjectGifted children--Intelligence levelsGifted children--IdentificationAcademic achievementGeographic LocationAustralia METRICS Downloaded 48 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...

Inside a gifted class: Classroom discourse patterns, teacher and student questions, and teacher revoicing

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2016Inside a gifted class: Classroom discourse patterns, teacher and student questions, and teacher revoicing Authors: Uzeyir Ogurlu Authors: Uzeyir Ogurlu Assistant Professor of Special Education, Kocaeli University, Turkey, 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 This study examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation - Response - Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n=20) and non-gifted (n=20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:31-46First Page:31Last Page:46Source:Australasian Journal of Gifted Education, Vol. 25, No. 1, Jun 2016: 31-46Date of Publication:June 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:1SubjectGifted children--EducationMathematics--Study and teachingCommunication in education METRICS Downloaded 1 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...

To sir, with love: Messages for educators from gifted financially disadvantaged young people

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2016To sir, with love: Messages for educators from gifted financially disadvantaged young people Authors: Nadine Ballam Authors: Nadine Ballam Lecturer, Faculty of Education, University of Waikato, New Zealand, 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 Over the last decade, the New Zealand Ministry of Education (2000, 2012) has continued to identify young people from low socioeconomic backgrounds as one of six groups who are consistently underrepresented in gifted and talented programmes in New Zealand schools. This paper reports on a research project that explored the lived experiences of 101 gifted young people from low socioeconomic backgrounds. These young people were invited to reflect on questions related to recognition and perceptions of their abilities, school and classroom provisions, and aspects of their schooling that limited or enabled the development of their talents. Three key messages that are relevant to educators emerged from their responses. These messages highlighted the importance of relationships, the pressure to perform and the main source of their drive to achieve. This paper provides a starting point for considering how gifted, financially disadvantaged students might be effectively supported to develop their potential. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:5-17First Page:5Last Page:17Source:Australasian Journal of Gifted Education, Vol. 25, No. 1, Jun 2016: 5-17Date of Publication:June 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:1SubjectGifted children--EducationGifted teenagers--EducationAcademic achievementMotivation in educationPoverty--Social aspectsGeographic LocationNew Zealand METRICS Downloaded 1 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...