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dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.date.accessioned2017-04-04T21:04:15Z
dc.date.available2017-04-04T21:04:15Z
dc.date.issued2011en_US
dc.date.modified2012-07-10T23:07:53Z
dc.identifier.issn13239686en_US
dc.identifier.urihttp://hdl.handle.net/10072/41883
dc.description.abstractThe profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known however about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade preparatory to year two). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent200812 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Association for the Education of the Gifted and Talenteden_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aaegt.net.au/index.htmen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom14en_US
dc.relation.ispartofpageto27en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralasian Journal of Gifted Educationen_US
dc.relation.ispartofvolume20en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleReflections on the development and implementation of an enrichment program in early childhood: A metaphorical representationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Australian Association for Gifted and Talented Children. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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    Contains articles published by Griffith authors in scholarly journals.

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