Rethinking practices for gifted young children : A collaborative action learning project
This paper reports on the processes and outcomes of an collaborative action research project conducted with a group of early childhood teachers in a Perth school. The project was a collaboration between a teacher-researcher and a university based researcher. The project was initiated because the school made a decision to support the implementation and development of policy and provisions for gifted students. The decision to focus the project on preschool to year 3 classes was made in the light of a strong body of research and agreement that early intervention is likely to offer the most significant benefits to gifted students. Through the course of this project teachers were asked to reflect on their existing practice, rethink their programing and practices in relation to catering for gifted children, and then to refocus their efforts for the future.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Publisher:||Australian Curriculum Studies Association|
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