The Journal of the World Council for Gifted and Talented Children

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Gagné, F., & Nadeau, L. (1985). Dimensions of attitudes toward giftedness. In A. H. Roldan (Ed.), Gifted and talented children and adults: Their social perspectives and culture (pp. 148-170). Monroe NJ: Trillium Geake, J. G., & Gross, M. U. M. (2008) .Teachers negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52(3), 217-231. Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted & Talented International, 16(2), 115-121. Goodson, I. (1992). Sponsoring the teachers’ voice: Teachers lives and teacher development. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development. New York: Teachers College Press. Gross, M. U. M. (1997). To group or not to group: Is that the question. Gifted (April), 25-29. Gross, M. U. M. (2001). Submission to the senate employment, workplace relations, small business and education references committee on the education of gifted children: GERRIC, The University of NSW. Gubbins, E. J. (2008). Professional development. In Plucker, J. A. & Callahan, C. M. (Eds.), Critical issues and practices in gifted education (pp. 669-680). Waco: Prufrock Press. Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E. (2002). Maximizing the effects of professional development practices to extend gifted education pedagogy to regular education programs. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press. Hansen, J. B., & Feldhusen J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121. Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. Journal of Higher Education, 72, 699-729. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72, 177- 228. Kent, A. M. (2004). Improving teacher quality through professional development. Education, 124(3), 427. Knopfelmacher, S., & Kronborg, L. (2003). Characteristics, competencies and classroom strategies of effective teachers of gifted and talented students. In L. Kronborg & S. Knopfelmacher (Eds.), Proceedings from the 9 th National Conference of the Australian Association for the Education of Gifted and Talented Students, Sydney, 2002, CD Rom (pp.91-104). Melbourne: AAEGT. Korynta, C. S. (1982). Teacher attitudes towards the gifted: A survey of Grand Forks elementary schools. Dissertation Abstracts International, 43, 1113A Kronborg, L., & Meyland, J. (2003). Changes in postgraduate teachers’ opinions about gifted students and their education. In Proceedings for the 15th World Conference for Gifted Education - Gifted 2003: A Celebration Down Under, Adelaide, CD Rom (pp.1-6) Adelaide: World Council for Gifted and Talented Children. Kronborg, L., & Plunkett, M. (2006). Providing an optimal school context for talent development: An extended curriculum program in practice. Australasian Journal of Gifted Education, 15(1), 16-24. Kronborg, L., Plunkett, M., Kelly, L., & Urquhart, F. (2008). Student attitudes towards learning in differentiated settings. Australasian Journal of Gifted Education. 17(2), 23-32. Kulik, J. A. (2003). Grouping and tracking. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (pp. 268-281). Boston: Allyn & Bacon. Lassig, C. (2009). Teachers’ attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education. 18(2), 32-42. Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverley Hills, CA: Sage Maker, J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3d ed.). Texas: Pro-ed. McCoach, D. B., & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-255. Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47(4), 272-281. Nanna, M. J., & Sawilowsky, S. S. (1998). Analysis of Likert scale data in disability and medical rehabilitation research. Psychological Methods, 3, 55-67. National Report on Acceleration. Iowa: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development. Neihart, M. (2007). The Socioaffective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc. Plunkett, M. (2000). Educating teachers to meet the needs of the gifted: An option or a necessity? TalentEd, 18(1&2), 9-16. Plunkett, M. (2002). Impacting on teacher attitudes toward gifted students. In W. Vialle & J. Geake (Eds.), The gifted enigma: A collection of articles. Melbourne: Hawker Brownlow Education. Plunkett, M., & Kronborg, L. (2007). Gifted education in Australia: A story of striving for balance. Gifted Education International, 23(1), 72-83. Robinson, A., & Kolloff, P. B. (2006). Preparing teachers to work with high-ability youth at the secondary Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 45
The World Council for Gifted and Talented Children level: Issues and implications for licensure. In A. Dixon & S. Moon (Eds.), Handbook of secondary gifted education (pp. 581-591). Waco: Prufrock Press. Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of research on educational practice. Gifted Child Quarterly, 51(4), 82-397. Senate References Committee (Employment, Workplace Relations, Small Business and Education). (2001). The education of gifted children. Canberra: Commonwealth of Australia. Sisk, D. (1975). Teaching the gifted and talented teacher: A training model. Gifted Child Quarterly 19(1), 18-88. Smith, W., & Chan, L. (1996). Attitudes of secondary school teachers towards education of the gifted. Australasian Journal of Gifted Education, 5(2), 26-33. Tashakkori, A., & Teddlie, C. (2010). Handbook of mixed methods in social and behavioral research. (2 nd ed.). Thousand Oaks, CA: Sage. Taylor, T., & Milton, M. (2006). Preparation for teaching gifted students: An investigation into university courses in Australia. Australasian Journal of Gifted Education, 15(1), 25-31. Tomlinson, C. A. (2004). Sharing responsibility for differentiating instruction, Roeper Review, 26(4,) 188- 201. VanTassel-Baska, J. & Baska, L. (1993). The roles of educational personnel, in Silverman, L.K. (Ed.), Counseling the gifted and talented. Denver: Love Publishing Company. VanTassel-Baska, J. & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51(2), 182-202. VanTassel-Baska, J. (1998). Excellence in educating gifted and talented learners (3 rd ed.). Denver: Love Publishing Company. Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted and Talented International, 17(2), 85-90. Wigfield, A., Eccles, J. S. & Rodriguez (2009). The development of children’s motivation in school contexts. Review of Research in Education, 23. About the Authors Margaret Plunkett, Ph.D., coordinates and teaches gifted education at the undergraduate level at Monash University. Her main research interests are ability grouping practices, teacher education and professional development. Her Ph.D. was published as a book “Tales from the Pond: Student Perceptions of Ability Grouped and Mainstream Learning Environments” by VDM Verlag in 2009. Margaret has also completed research for the Department of Education, Victoria on the SEAL program and for a range of individual schools in both Gippsland and Melbourne, evaluating gifted programming. Margaret has been an elected Australian delegate of World Council for Gifted and Talented Children since 2007. Leonie Kronborg, Ph.D., coordinates postgraduate gifted education at Monash University and teaches in both the postgraduate and undergraduate courses. Leonie is Past President of the Australian Association for the Education of the Gifted and Talented and the Victorian Association for Gifted and Talented Children. She is an elected Australian delegate and member of the Executive of the World Council for Gifted and Talented Children (2009-2013). Leonie has a particular interest in talent development and gifted females, with her Ph.D. entitled “Talent Development of Eminent Australian Women", receiving the prestigious NAGC (National Association for Gifted Children) Doctoral Student Award in 2009. Addresses Dr. Margaret Plunkett Faculty of Education, Monash University Gippsland, Northways Rd, Churchill, 3842, Victoria, Australia. e-Mail: Margaret.plunkett@monash.edu Dr. Leonie Kronborg Monash University, Krongold Centre, Faculty of Education, Monash University, Clayton, 3800, Victoria, Australia. e-Mail: Leonie.Kronborg@monash.edu 46 Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011.
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The World Council for Gifted and Ta
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learning strategies employed and le
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students have little choice in the
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Appendix 1 Interview schedule Quest
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