Atkinson, N. (1992) Coolum enrichment lighthouse centre. TalentEd, 37, 1-5.

"One of the key factors contributing to the success of the program thus far is their readiness to try new ideas and to spend plenty of time in evaluating each attempt, whether successful or not, and to involve all of the relevant persons in this evaluation process (i.e., teachers, coordinator, administration, pupils, parents, peers)." (p.5)

 

Bailey, S. (1990) Talent discovery week at Tamworth Public School. TalentEd, 31, 1-4.

Describes the organisation and outcomes of a week-long enrichment program involving all 400 children in Years 3 to 6 at the school. "Teacher and parent awareness and enthusiasm have been strengthened, while the children have gained in self-esteem as well as learning new skills and seeing new aspects of themselves and their peers." (p.4)

 

Braggett, E.J. (1993) Programs and practices for identifying and nurturing giftedness and talent in Australia and New Zealand. In K.A. Heller, F.J. Monks & A.H. Passow (Eds) International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon. pp.815-832. (371.95/H477i)

"The responses of the two countries have varied, as have the reactions of the separate states within Australia, often reflecting the strength of educational leadership and the ideologies of prevailing political factions. The following account analyzes the ebb and flow of these educational currents under four headings: (1) an egalitarian framework, (2) state and national policies, (3) educational provisions, and (4) future issues.

 

Christie, W. (1995) Let their minds stretch. TalentEd, 48, 7-14.

Describes provision for the gifted at Meriden School, an independent K-12 girls' school in Sydney, based on Renzulli's enrichment triad model and Betts's autonomous learner model, with the help of mentors.

 

Commonwealth Schools Commission. (1986) Programs for Gifted and Talented Children. Schools Commission, Melbourne. (R371.953/P964) (Reference)

Describes numerous school-based and system-based exemplary practices in Australia.

 

Cranston, N. (1985) A cluster group for the gifted: The first year. Quest, 39, 37-39.

Explains the organisation of a Year 9 enrichment scheme involving five Brisbane high schools, started in 1983. Includes a report of a formal evaluation of the project which was found to be a success "suggesting the cluster group as one appropriate model for schools seeking to make special provision for their gifted students." (p.39)

 

Dircks, J. (1991) Art-Links between Mosman High and Primary schools. TalentEd, 35, 7-9.

"The Art-Links Program format is for twelve students, selected from Mosman Primary School, to attend Mosman High School with a teacher for a day and be tutored by six selected High School students." (p.8)

 

Eldridge, D. (1993) Gifted & talented education in 1993 at Normanhurst Boys' High. Gifted, 79, 22-24.

"Teachers at Normanhurst Boys' High recognise that all children have interests and special aptitudes which may have developed into talents. In order to provide the best opportunity for nurturing and developing these interests and aptitudes, as well as enhancing self-esteem and motivation, teachers have developed a range of enrichment programs." (p.22)

 

O'Leary, K. (1994) Blend of interests, abilities & choice provides perfect mix. Gifted, 82, 25-27.

Describes provision at St Scholastica's College at Glebe Point in Sydney, a Catholic Independent High School for girls: 'the resource centre', 'the G&T program', 'courses', 'acceleration', 'advantages & current problems'.

 

Peters, C. (1993) The Primary Extension and Challenge program in Western Australia. The Australasian Journal of Gifted Education, 2 (2), 29-33.

This article "outlines the development and implementation of a statewide program designed to provide enriched learning experiences for talented students. The PEAC program emphasises training in thinking skills and problem solving, offering advanced areas of study so that special interests can be explored in more complex ways. Practical teaching strategies relating to specific PEAC programs are discussed. Program concepts, objectives criteria and content are outlined. In conclusion, the PEAC program is evaluated through parent, teacher and student surveys." (p.29)

 

Queensland Department of Education. (1987) The education of gifted and talented children in Queensland State Schools: Sunnybank State High School. TalentEd, 19, 12-15.

"In 1986, an enrichment program for more than 20 high-ability Year 8 students at Sunnybank State High began its first year of operation." (p.12) Discusses organisation and implementation, evaluation, future directions and emerging issues.

 

Queensland Department of Education. (1987) The education of gifted and talented children in Queensland State Schools: Gabbinbar State School. TalentEd, 20, 2-5.

"At Gabbinbar, a whole-school philosophy, based on 'the whole child: each child' provides the setting for quality curriculum activities, not only for the highly capable, but for all pupils." (p.5)

 

Maher, A.J. & Taylor, N.K. (1980) Teaching the gifted - the Cloverdale programme, Education (W.A.), 29 (4), 19-22.

Provides an overview of the program's objectives and content. "Initial fears concerning isolation and possible social maladjustment have not been evident. In fact, the reverse has occurred." (p.20)

 

Ralph, R. (1995) Good practice: 'Up from underachievement' at Delroy High School. TalentEd, 49, 2-5.

"Our biggest problem is trying to encourage students to take risks, to extend their horizons and to lift their goals." (p.5) Describes how this NSW school is identifying and providing for its talented students.

 

Reece-Hoyes, L.A. (1994) Students' perceptions and opinions upon the implementation of a program for gifted and talented students in a small rural high school. Mindscape, 15 (2), 24-29.

Discusses the process of implementation at a small Catholic high school in rural North Queensland. "Students and teachers have been able to identify ways in which interesting, individual, and non-stereotypical methods of learning may be undertaken." (p.28)

 

Research Services Branch, Queensland Department of Education. (1988) The education of gifted and talented children in Queensland State Schools: Cavendish Road State High School. TalentEd, 21, 18-21.

Describes the Cav-Challenge Program for a class of 25 high ability Year 8 students.

 

Stuckey, M. (1991) A classroom program for talented children. TalentEd, 35, 3-7.

Outlines the program at Quakers Hill Primary, in Sydney.

 

Taylor, T. (1993) Student extension program at Gunnedah High School. TalentEd, 40, 14-15.

Describes a program involving students from Years 7, 8 and 9, and using community expertise. Details of its organisation are included.

 

Varley, J. & Vialle, W. (1994) Exploring potential: An academic enrichment initiative undertaken by a community of schools. The Australasian Journal of Gifted Education, 3 (2), 11-17.

"In the past, the targeted children had been the leaders of different heterogeneous groups and were used to getting their own way by manipulating or by bullying others. It was not until they worked with ability peers that they were placed in the position of having to truly cooperate or negotiate." (p.13) ... "Gifted children representing all grades in the five schools were involved in a diverse array of programs according to the perception of their needs." (p.16)

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This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au