Susen Smith

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

Abstract This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students’ social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers’ knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping.

A Dynamic Ecological Framework for Differentiating the Primary Curriculum

Abstract Primary classrooms today comprise students with many different backgrounds, experiences and needs and educators are challenged to differentiate the curriculum within these diverse educational ecologies. However, heuristic and theoretical debate on differentiated teaching and learning in primary school classes has paralleled concerns about the lack of empirical research to support differentiation practices. Following an in-depth literature review, and a Ph.D. study on literacy practice in primary schools, an ecological framework for dynamically and inclusively differentiating curriculum and pedagogy across a variety of educational contexts was developed. This article provides a brief overview of the PhD study and the framework, which links research with best practice that could provide the foundation of differentiating curriculum and pedagogy for students with diverse needs in inclusive primary classrooms.

Through the Dąbrowski Lens: A Fresh Examination of the Theory of Positive Disintegration

Dąbrowski’s theory of positive disintegration is an emotion-centered, nonontogenetic, five-level theory of personality development where the experience of all emotions is essential for the process of growth. In this article, we examine the complexities of the three factors of development, which are essential to the notion of development within the theory of positive disintegration. We elaborate on the relationships between these factors, depict the processes and interactions in a new graphical framework, provide associated explanations, and support these by additional references to Dąbrowski’s original writings.

Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students

This chapter presents an overview of the multifaceted characteristics of intellectually gifted students, their social and emotional needs, and ways of scaffolding their social and affective growth for academic engagement from an Australian perspective. Generally, gifted students experience and respond to external influences quite differently to many of their same-age peers of average ability due to their asynchronous chronological and intellectual development and their social and emotional complexities. This asynchrony has implications for their social interactions, social and emotional learning (SEL) needs, programming, and provisions. Research reiterates that their unique characteristics require accurate identification and supportive educational provisions to enable the holistic development of their intellectual, social, and emotional growth. Recognising the unique characteristics and needs of gifted students and helping them to extend their skills to develop SEL competencies are preludes to enhancing their academic achievement, while consecutively promoting their personal well-being and healthy relationships.

You Turn up the First Day and they Expect You to Come Back! Gifted Students' Perspectives on School and Being Smart

Abstract This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland, and to consider the attitudes and perceptions of a range of different stakeholders, including teachers, parents and students. The perspectives of students towards their school and being smart are reported in this paper. The major findings suggested that while students reported being relatively satisfied with their schools, a significant number were concerned about being teased because of their academic ability and achievements. Implications for practice and directions for further research are suggested.

Gifted English Language Learners Global Understandings and Australian Perspectives

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

Differentiating Teaching for Sustainability for Diverse Student Learning

The increasing diversity of the student population in primary classrooms has led to greater recognition being paid to the needs of students with varied backgrounds, experiences, ethnicities and capabilities. Diversity in this context includes variety not only in student populations, but also in teaching personnel, pedagogy, curriculum, resources and environments, and the different combinations of these related entities.