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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.
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