The Journal of the World Council for Gifted and Talented Children

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Chan, L. (1994). Relationship of motivation, strategic learning and reading achievement in Grades 5, 7 and 9. Journal of Experimental Education, 62, 319-339. Chan, L. (1996). Motivational orientations and metacognitive abilities of intellectually gifted students. Gifted Child Quarterly, No.4. Fall. DECS: Department for Education and Children’s Services. (1996). Understanding giftedness. Adelaide: Department for Education and Children’s Services, Public Affairs Unit. Erford, B. T., Vitali, G. J. & Slosson, S. W. (1999). Slosson intelligence test primary. East Aurora, NY: Slosson Educational publications, Inc. Fischer, G. & Scharff, E. (1998) Learning technologies in support of self-directed learning. Journal of Interactive Media in Education. 98(4),1-32. Hannah, C. & Shore, B. (1995). Metacognition and high intellectual ability: Insights from the study of learning disabled gifted students. Gifted Child Quarterly. 39(2), 95-109. Karnes, F. A. & Stephens, K. R. (2008). Achieving excellence: Educating the gifted and talented. Upper Saddle River, New Jersey, Merrill Prentice-Hall. Myers-Kelson, A. C. (2000). Epilogue: Assessment of students for proactive lifelong learning. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning. A research perspective on learning interactions. (pp.315-346). Mahwah, New Jersey, Lawrence Erlbaum Associates. Inc. Pugh, K. J. & Bergin, D. A. (2005). The effect of schooling on students’ out-of-school experience. Educational Researcher. 34(9). December, 15-23. Resnick, L. B. (1987). Learning in school and out. Educational Researcher. 16(9). December. 13-20. Schwanenflugel, P. Stevens, T. & Carr, M. (1997). Metacognitive knowledge of gifted children and non-identified children in Elementary school. Gifted Child Quarterly, 41(2), 25-35. Thomas, G. (2009). How to analyse the information you gather. G. Thomas, How to do your research project. Thousand Oaks, California: Sage Pub. Inc. Treffinger, D. J. (1975). Teaching for self-directed learning: A priority for the gifted and talented. The Gifted Child Quarterly. XIX(1), 46-59. Treffinger, D. J. (1993). Fostering effective independent learning through individualized programming. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. (pp.429-460). Australia: Hawker Brownlow. Zimmerman, B. J; Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. About the Author Penny Van Deur is a Research Associate at Flinders University. She holds a Ph.D. and MA in educational psychology, as well as a Master of Gifted Education. Currently her research and teaching involve issues surrounding self-directed learning, the development of inquiry in schools, school-wide support for inquiry, gifted students, the International Baccalaureate and inquiry, and working with students in middle schools. Address Dr. Penny Van Deur, 110 Ridge Road, Mylor, 5153, South Australia, Australia. e-Mail: penny.vandeur@flinders.edu.au Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 119
Appendix 1 Interview schedule Questions organised into issues related to SDL The World Council for Gifted and Talented Children Issue 1: Knowledge of SDL Q1. What do you think SDL is all about? Q17.Are you good at being self-directed as you work on some activities, and why?; Q21.Do you know anyone who is really good at SDL? Can you say what the person does? Q11.Do you think you can get better at being self-directed? Explanations given by the students of the SDL process Q11. If you were being self-directed in learning about something, what sorts of things would you do? Q12. How do you think a self-directed learner would check what they are doing? Q13.Do you think a self-directed learner would plan how they will use the time they have to find out about a topic? Q15. What could help you get better at being self-directed? Q20. When you have finished learning about something, do you usually think about what you did and what worked well as you were learning? Issue 2: Attitudes of the students to SDL Q14. Do you think you can get better at being SDL? Q18. Do you think self-directed learning is important? Q22. Is there anything else that you would like to say about SDL? Preferred way of learning Q9. When you need to find out about something, what works best for you, to do it on your own or with friends and why? Q10. Do you have a favourite way to learn about things? Issue 3: SDL at school Q2. How do you get to be a self-directed learner? Q3. When you are at school and you want to work out how to do something what do you do? Q7. What about when you make a mistake at school? SDL out-of-school Q4 When you are not at school and you want to work out how to do something what do you do? Q5.What do you think makes someone good at working out how to learn about things at home? Q6. If you are working on something at home and you make a mistake, what do you do about it? Comparison of SDL at school and out-of- school. Q8 Are there differences in the way you learn about things at school and the way you learn about things at home? Q16. Are you usually more of a self-directed learner at home or at school, and why? Q19. Is SDL important for learning at home or at school? 120 Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011.
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Examining Opinions and Challenging
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Finally, many thanks go to Kevin La
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Name Full-time Gifted Class Gail* A
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Table 4: The results of the (2x2) t
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undertaking the unit, with many com
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Figure 1: Pre & post scores for ite
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(1 st , 3 rd & 4 th were negatively
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egulated and possible with almost n
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This article argues that competitio
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