Abstract
It is commonly stated that in Australia Gagné's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagné or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.
| Original language | English |
|---|---|
| Pages (from-to) | 29-42 |
| Number of pages | 14 |
| Journal | Australasian Journal of Gifted Education |
| Volume | 26 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Dec 2017 |
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Gagné's differentiated model of giftedness and talent in Australian education. / Merrotsy, Peter.
In: Australasian Journal of Gifted Education, Vol. 26, No. 2, 01.12.2017, p. 29-42.Research output: Contribution to journal › Article
TY - JOUR
T1 - Gagné's differentiated model of giftedness and talent in Australian education
AU - Merrotsy, Peter
PY - 2017/12/1
Y1 - 2017/12/1
N2 - It is commonly stated that in Australia Gagné's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagné or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.
AB - It is commonly stated that in Australia Gagné's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related documents, as well as websites and grey literature, published or made public by key educational bodies and by associations whose concern is the gifted and/or the talented. The evidence from this analysis shows that in fact at least some of this claim as stated is simply not the case. In particular, it was found that most of those who do refer to Gagné or his Differentiated Model of Giftedness and Talent, with or without a reference, tend to quote, or partially quote, only the definitions of giftedness and of talent, then make little if any further reference to the model itself.
UR - http://www.scopus.com/inward/record.url?scp=85038608031&partnerID=8YFLogxK
U2 - 10.21505/ajge.2017.0014
DO - 10.21505/ajge.2017.0014
M3 - Article
VL - 26
SP - 29
EP - 42
JO - Australasian Journal of Gifted Education
JF - Australasian Journal of Gifted Education
SN - 1323-9686
IS - 2
ER -