Faculty of Education - Theses
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ItemStudent perceptions of giftedness, gifted students, teachers and education of the gifted( 1990)The purpose of the study was to identify perceptions, preferences and attitudes of a sample of secondary school students in relation to giftedness, gifted students, teachers, and educational provision for the gifted, and to investigate differences and similarities between gifted and nongifted students. The sample consisted of 40 identified gifted and 40 nongifted students from Forms 8 to 10. A review of the literature described the history of the development of gifted education, particularly in Australia, and research concerning students' perceptions of the study topics. The study utilised a theoretical background of implicit, social cognition and labelling theories, and a version of the critical incident technique. The findings showed many similarities between the views of the gifted and the nongifted, including a generally positive view of giftedness, of educational provision for the gifted and of gifted students, although they were viewed somewhat less positively than were the provisions for them. The students generally perceived a need for gifted programs, especially at secondary level. They clearly wanted a combination of mixed ability classes and top sets in one or more subjects, not mixed ability classes as the only provision. Withdrawal for the gifted was generally endorsed by both groups. Provision for the gifted within the regular classroom was generally acceptable to the gifted, specifically in the form of advanced rather than wider content, but the nongifted generally rated both forms negatively. The students considered that the most important quality of a teacher was that the teacher should know the subject well. In general, personal-social characteristics of teachers were regarded as less important than intellectual qualities and teaching competencies. Certain characteristics were regarded as more important by the gifted and others by the nongifted. Recommendations were made for the particular school and in general.
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ItemAttitudinal differences of gifted students to school, work, teachers, parents and friends: Chinese and Australian perspectives( 1998)This study investigated the views, perceptions and attitudes of gifted Chinese and Australian students towards school, teachers, parents, work and friends. The sample consisted of 275 secondary school students in Hong Kong and Melbourne, Australia. The ages of the students ranged from 10 to 18, and there were over twice as many girls as boys. Literature reviewed for the study focused on relevant aspects of gifted education as related both to Chinese and Australian students. The study used survey methodology with a questionnaire requiring responses based on a five-point Likert scale. The results of the survey indicated that there were differences in attitude between Chinese and Australian gifted students in relation to friends, school, academic school work, teachers and behaviour at school. Chinese students did not generally feel as positive about school or as confident about their academic performance as their Australian peers. They were not as negative about their teachers, although they felt their teachers gave them too many tests and not enough advice. Chinese students also felt their parents expected more of them than did parents of the Australian sample. The findings of the study suggest that there are a number of significant differences in attitude which affect the performance of Chinese gifted students in Australian schools. The study offers therefore some support for the need for greater awareness of the social and academic needs of international students. Recommendations are also made for an extension of the role of international student coordinators, together with greater provision for professional development for both their E.S.L. and mainstream teachers.