Throughout the world, the challenges facing modern education are formidable. Although some of the challenges facing are unique to each educational jurisdiction, there are also some important commonalities that transcend jurisdictions. Irrespective of the nature of these challenges, there is an increasing focus on teacher quality - what it is and how to enhance it. To date, research tells us what expert teachers should be doing in their classrooms. This approach is based on the idea that teaching expertise is nothing more than the accumulation of specific skills and knowledge, and as teachers acquire these skills and knowledge most of our educational challenges can be overcome. This book questions this idea by asking 37 teachers who are already recognised as experts to share their classroom secrets. Importantly, the teachers come from diverse cultural contexts, including Australia, Finland, Hong Kong and the US, and they share: how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher-parent partnerships; and what skills and knowledge they consider important for expert teaching. To our knowledge, this is the first book that compares and contrasts the approaches taken by expert teachers from four very different cultural groups. The book helps to demystify the work of the modern teacher - what they do and the challenges they face. If you aspire to be an expert teacher, this book provides a clear model of how to approach the process. If you are an education researcher searching for 'impact', this book outlines what are some of the emerging hot topics in education research. If you are involved in teacher education then this book offers some new approaches to initial teacher education. If your focus is on educational policy, this book helps make sense of the links between the classrooms of expert teachers, education research and academic achievement. Finally, this book will help parents understand how best to partner with their child's teacher in order to enhance their learning.

The continual successes of students from East-Asia are confirmed in a variety of international tests of academic achievement and yet, despite this attainment, many scholars have realised that a substantial proportion of these students are also underachieving. Using the actiotope model of giftedness to integrate a broad range of research, this innovative book features a number of chapters written by internationally recognised scholars in a frank and lively discussion about the origins of exceptionality in students from East Asia. With the actiotope model as the theoretical framework, the book distinguishes between trait models of giftedness and systems approaches to exceptionality. Breaking new ground in understanding the complex interactions between a learner's environment, goals, intelligence and motivations in the development of their ever-expanding knowledge and skill set, this book will: describe, with examples, a systems approach to the development of exceptionality, allowing educators and researchers the ability to track students with greater precision; influence the means by which educators identify and support students with the potential for exceptional performance; suggest possible reasons for the variability in the achievement of potentially gifted students; provide strategies to support these students; have a profound effect on the way that exceptionality and giftedness are defined and understood, not only in East Asia but also in the West. Covering issues that have firm theoretical foundations and which are based on cutting edge ideas, Exceptionality in East Asia has significant implications for gifted education and is essential reading for scholars, undergraduate and postgraduate students interested in the psychological and social basis of exceptionality.

The continual successes of students from East-Asia are confirmed in a variety of international tests of academic achievement and yet, despite this attainment, many scholars have realised that a substantial proportion of these students are also underachieving. Using the actiotope model of giftedness to integrate a broad range of research, this innovative book features a number of chapters written by internationally recognised scholars in a frank and lively discussion about the origins of exceptionality in students from East Asia. With the actiotope model as the theoretical framework, the book distinguishes between trait models of giftedness and systems approaches to exceptionality. Breaking new ground in understanding the complex interactions between a learner's environment, goals, intelligence and motivations in the development of their ever-expanding knowledge and skill set, this book will: describe, with examples, a systems approach to the development of exceptionality, allowing educators and researchers the ability to track students with greater precision; influence the means by which educators identify and support students with the potential for exceptional performance; suggest possible reasons for the variability in the achievement of potentially gifted students; provide strategies to support these students; have a profound effect on the way that exceptionality and giftedness are defined and understood, not only in East Asia but also in the West. Covering issues that have firm theoretical foundations and which are based on cutting edge ideas, Exceptionality in East Asia has significant implications for gifted education and is essential reading for scholars, undergraduate and postgraduate students interested in the psychological and social basis of exceptionality.

The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. "Conceptions of Giftedness "describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our " intellectual diversity."

Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications.

"Conceptions of Giftedness "appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.

The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. "Conceptions of Giftedness "describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our " intellectual diversity."

Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications.

"Conceptions of Giftedness "appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.

Throughout the world, the challenges facing modern education are formidable. Although some of the challenges facing are unique to each educational jurisdiction, there are also some important commonalities that transcend jurisdictions. Irrespective of the nature of these challenges, there is an increasing focus on teacher quality - what it is and how to enhance it. To date, research tells us what expert teachers should be doing in their classrooms. This approach is based on the idea that teaching expertise is nothing more than the accumulation of specific skills and knowledge, and as teachers acquire these skills and knowledge most of our educational challenges can be overcome. This book questions this idea by asking 37 teachers who are already recognised as experts to share their classroom secrets. Importantly, the teachers come from diverse cultural contexts, including Australia, Finland, Hong Kong and the US, and they share: how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher-parent partnerships; and what skills and knowledge they consider important for expert teaching. To our knowledge, this is the first book that compares and contrasts the approaches taken by expert teachers from four very different cultural groups. The book helps to demystify the work of the modern teacher - what they do and the challenges they face. If you aspire to be an expert teacher, this book provides a clear model of how to approach the process. If you are an education researcher searching for 'impact', this book outlines what are some of the emerging hot topics in education research. If you are involved in teacher education then this book offers some new approaches to initial teacher education. If your focus is on educational policy, this book helps make sense of the links between the classrooms of expert teachers, education research and academic achievement. Finally, this book will help parents understand how best to partner with their child's teacher in order to enhance their learning.

Mednick's Remote Associates Test for assessing creativity and Torrance's "gaps and deficiencies" model of creativity are based on the idea that creativity involves a comparison of the attributes of information. The research in this book tests this idea through the use of three sets of highly-analyzable stimuli, the data-analytic techniques of multidimensional scaling to visualize the organization of information and the fuzzy logical model of perception to model the responses to dissimilarity tasks. Using two groups of secondary school students that are distinguished on the basis of IQ scores, the results from this research show that there are individual differences in the organization of information and in the responses to the dissimilarity tasks, and that these differences are related to intelligence. This book will be of interest to researchers working in the area of intelligence and creativity.