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Bachelor of Early Childhood Education and Care (Birth-5): ECCWC301A Gifted Education

Prescribed and Recommended Texts and DVDs

Gifted and talented : inclusion and exclusion (2016) - eBook and book by Cathie Harrison

The items below are used in the weekly readings:

Diversity, inclusion and engagement (2022) - eBook and book by Mervyn Hyde; Shelley Dole; Kathleen Tait

The DVDs below are used in the weekly viewings:

Gifted children : meeting their needs (2009) - DVD

Websites

Readings

Australian Association for the Education of the Gifted and Talented. (2022, May). Gifted policy of the Australian Association for the Education of the Gifted and Talented.
https://irp.cdn-website.com/2d95ae4a/files/uploaded/AAEGT%20Gifted%20Policy%202022.pdf
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Meeting the needs of gifted and talented students.
https://www.australiancurriculum.edu.au/resources/student-diversity/meeting-the-needs-of-gifted-and-talented-students/
Ballam, N. (2016). To sir, with love: Messages for educators from gifted financially disadvantaged young people. Australasian Journal of Gifted Education, 25(1), 5-17.
https://doi.org/10.21505/ajge.2016.0002
Ballam, N., & Sturgess, A. (2019). Meeting the needs of gifted learners who just don’t “fit”: Parent perspectives. Australasian Journal of Gifted Education, 28(2), 6–16.
https://doi.org/10.21505/ajge.2019.0012
Bannister-Tyrrell, M. (2017). Gagne's DMGT 2.0: A possible model of unification and shared understandings. Australasian Journal of Gifted Education, 26(2), 43-50.
https://doi.org/10.21505/ajge.2017.0015
Centre for Education Statistics and Evaluation. (2019). Revisiting gifted education. NSW Department of Education.
https://www.cese.nsw.gov.au/publications-filter/revisiting-gifted-education
Chaffey, G. W., Bailey, S.B., & Vine, K.W. (2015). Identifying high academic potential in Australian Aboriginal children using dynamic testing. Australasian Journal of Gifted Education, 24(2), 24-37.
Chalwell, K., & Cumming, T. M. (2019). Radical subject acceleration for gifted students: One school’s response. Australasian Journal of Gifted Education, 28(2), 29–46.
https://doi.org/10.21505/ajge.2019.0014
Clarke, K. (2016). “D” for differentiation: Engaging the gifted. Educating Young Children: Learning and Teaching in the Early Childhood Years, 22(3), 39–41.
Conejeros-Solar, M. L., & Smith, S. R. (2021). Homeschooling gifted learners: An Australian experience. Australasian Journal of Gifted Education, 30(1), 23-48.
https://doi.org/10.2150.ajge.2012.0003
Dai, D. Y., & Renzulli, J. S. (2008). Snowflakes, living systems, and the mystery of giftedness. Gifted Child Quarterly, 52(2), 114-130.
Dare, L., Smith, S., & Nowicki, E. (2016). Parents' experiences with their children's grade-based acceleration: Struggles, successes, and subsequent needs. Australasian Journal of Gifted Education, 25(2), 6-21.
https://doi.org/10.21505/ajge.2016.0012
David, H. (2023). Should we continue to use the term “giftedness”? Australasian Journal of Gifted Education, 32(1), 28–32.
https://doi.org/10.21505/ajge.2023.0004
Delaune, A. (2023). Giftedness and infancy/toddlerhood: A Foucauldian analysis of discursive constructions. Australasian Journal of Gifted Education, 32(1), 5–15.
https://doi.org/10.21505/age.2023.0002
Delaune, A. (2018). Tensions with the term “gifted”: New Zealand infant and toddler teachers’ perspectives on giftedness. Australasian Journal of Gifted Education, 27(2), 5–15.
https://doi.org/10.21505/ajge.2018.001
Duyckers, B. (2020). Imaginarium: Where minds can expand and soar. Australian Educational Leader, 42(2), 53–57.
Education and Training. (2022, March 30). Identifying high-ability. Victoria State Government.
https://www.education.vic.gov.au/school/teachers/teachingresources/Pages/identifying-high-ability-students.aspx
Fraser-Seeto, K., Howard, S., & Woodcock, S. (2016). Preparation for teaching gifted students: An updated investigation into university offerings in New South Wales. Australasian Journal of Gifted Education, 25(1), 58-65.
https://doi.og/10.21505/ajge.2016.0006

Grubb, K. E. (2009). An examination of the experiences of gifted preschool and primary age children. [PhD thesis, RMIT University].
https://researchrepository.rmit.edu.au/discovery/delivery?vid=61RMIT_INST:ResearchRepository&repId=12247581390001341
Haines, M. A., Cornish, L., & Bannister-Tyrrell, M. (2020). Might this student be twice-exceptional? A preliminary assessment tool for primary-school teachers. Australasian Journal of Gifted Education, 29(1), 23-40.
https://doi.org/10.21505/ajge.2020.0003
Hately, S., & Townend, G. (2020). A qualitative meta-analysis of research into the underachievement of gifted boys. Australasian Journal of Gifted Education, 29(1), 6–22.
https://doi.org/10.21505/ajge.2020.0002
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian professional standards for teachers: Implications for professional learning. Australian Journal of Teacher Education,41(8), 60-83.
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2759&context=ajte
Jolly, J. L., & Robins, J. H. (2021). Australian gifted and talented education: An analysis of government policies. Australian Journal of Teacher Education (Online), 46(8), 70–95.
https://doi.org/10.14221/ajte.2021v46n8.5
Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today, 39(3), 134-139.
https://doi.org/10.1177/1076217516644637
Karantzas, M. (2017). 'Gifted' is not a dirty word. Agora, 52(1), 45-48.
Lamanna, J., Vialle, W., & Wormald, C. (2020). Reversing underachievement in students with twice-exceptionality: Findings from two case studies. TalentEd, 32, 1–22.
Luus, S. (2014). Gifted individual learning plans. TLN Journal, 21(2), 36–38.
Maker, C. J., & Pease, R. (2021). Building on and extending the characteristics of gifted learners: Implementing the Real Engagement in Active Problem Solving (REAPS) teaching model. Australasian Journal of Gifted Education, 30(2), 5–25
https://doi.org/10.21505/ajge.2021.0012
Maker, C. J., Zimmerman, R., Bahar, A. K., & In-Albon, C. (2021). The influence of real engagement in active problem solving on deep learning: An important component of exceptional talent in the 21st century context.
Australasian Journal of Gifted Education, 30(2), 40-63. https://doi.org/10.21505/ajge.2021.0014
Martin, A. J. (2015). Motivating the gifted and talented: Lessons from research and practice. Australasian Journal of Gifted Education, 24(2), 52-60.
Mensa Luxembourg. (n.d.). Online sample IQ test.
https://www.mensa.lu/en/mensa/online-iq-test.html
Morrissey, A.-M., & Grant, A. (2017). Making a difference: A report on educators learning to plan for young gifted children. Australasian Journal of Gifted Education, 26(2), 16–28.
https://doi.org/10.21505/ajge.2017.0013
Munro, J. (2012). Effective strategies for implementing differentiated instruction.
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1144&context=research_conference
Munro, J. (2017). Catering for the gifted: How inclusive is your school? Australian Educational Leader, 39(1), 12-16.
NSW Government. (2022, February 21). High potential and gifted education policy.
https://education.nsw.gov.au/policy-library/policies/pd-2004-0051
NSW Government. (2023, October 6). Assess and identify.
https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/supporting-educators/assess-and-identify.

Ronksley-Pavia, M. (2020). Twice-exceptionality in Australia: Prevalence estimates. Australasian Journal of Gifted Education, 29(2), 17–29.
https://doi.org/10.21505/ajge.2020.0013
Slater, E., & Howitt, C. (2018). Teacher perceptions of a pilot process for identifying intellectually gifted 6- and 7-year-old children in the classroom. Australasian Journal of Gifted Education, 27(1), 5-20
https://doi.org/10.21505/ajge.2018.0002
Thraves, G., Berman, J., Baker, P., & Dhurrkay, M. (2022). Co-constructed talent development as a realisation of Ganma: A talent development model for gifted Aboriginal (Yolnu) students. Australasian Journal of Gifted Education, 31(2), 5–19.
https:///doi.org/10.21505/agje.2022.0012
VanTassel-Baska, J. (2014). Curriculum issues. Gifted Child Today, 37(1), 48-50.
https://doi.org/10.1177/1076217513509621
Walsh, R., & Kemp, C. (2019). The effect of higher-order questioning on the complexity of gifted preschoolers' language. Australasian Journal of Gifted Education. 28(2), 29-46
https://doi.org/10.21505/ajge.2019.0002
Wellisch, M. (2017). Re-introduction of cognitive screening for all school children. Australasian Journal of Gifted Education,26(1), 34-43.
Wellisch, M. (2019). Ceilinged out: Gifted preschoolers in early childhood services. Journal of Advanced Academics, 30(3), 326-354.
https://doi.org/ 10.1177/1932202X19851276