Ofertas educativas para estudiantes dotados y altamente capaces en escuelas de Victoria, Australia
Publicado
dic 5, 2018
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Leonie Kronborg
http://orcid.org/0000-0002-7100-2164
Claudia A. Cornejo-Araya
https://orcid.org/0000-0002-8054-9487
http://orcid.org/0000-0002-7100-2164
Claudia A. Cornejo-Araya
https://orcid.org/0000-0002-8054-9487
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Resumen
El presente artículo resume las principales ofertas educativas desarrolladas e implementadas para estudiantes dotados y altamente capaces en Victoria, Australia. Se enfatiza la fuerte influencia que los diferentes gobiernos han tenido en las políticas y lineamientos propuestos para la educación de estos estudiantes. Dentro de la oferta aparecen aquellas basadas en aceleración y agrupación por alta habilidad. Las opciones de aceleración incluyen entrada temprana, aceleración de un nivel y por asignaturas, Programa de Estudios de Educación Universitaria, y Bachillerato Internacional. La agrupación por alta habilidad incluye escuelas secundarias con Programas de Entrada Selectiva y Aprendizaje Acelerado, ingreso selectivo y educación especializada. La identificación de necesidades intelectuales y académicas, y la implementación de estrategias efectivas, están fuertemente ligadas al nivel de conocimiento y actitudes que los profesores tienen hacia ellos. Se discuten las implicancias de la actual oferta educativa para reflexionar y promover mejores lineamientos y más investigación en el área.
Keywords
gifted educational provisions, gifted students, highly capable students, professional developmentoferta educacional para estudiantes dotados, estudiantes dotados, estudiantes altamente capaces, desarrollo profesional
References
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Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. I). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa.
Assouline, S. G., Marron, M., & Colangelo, N. (2014). Acceleration: The fair and equitable intervention for highly able students. In J. A. Plucker, & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 15-28). Texas: Prufrock Press Inc. https://doi.org/10.1080/02783193.2015.975776
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Fraser-Seeto, K., Howard, S., & Woodcock, S. (2015). An investigation of teachers’ awareness and willingness to engage with self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40(1), 1-14. https://doi.org/10.14221/ajte.2015v40n1.1
Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103–112.
Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness, second edition (pp. 98–119). New York, NY: Cambridge University Press.
Gagné, F. (2008). Debating giftedness: Pronat vs. antinat. In L. Shavinina (Ed.), International handbook on giftedness (pp. 155-198). London: Springer.
Gagné, F. (2010). Motivation within the DMGT 2.0 framework. High Ability Studies, 21(1), 81-99. doi: 10.1080/13598139.2010.525341
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5(1), 5-19.
Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer (Ed.), APA Handbook of Giftedness and Talent. (pp. 163-184). Washington, DC: American Psychological Association.
Gagné, F., & Gagnier, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review, 26(3), 128-138. https://doi.org/10.1080/02783190409554258
Gross, M. U. M., Urquhart, R., Doyle, J., Juratowitch, M., & Matheson, G. (2011). Releasing the brakes for high-ability learners: Administrator, teacher and parent attitudes and beliefs that block or assist the implementation of school policies on academic acceleration. Retrieved from: https://education.arts.unsw.edu.au/media/EDUCFile/Releasing_the_Brakes_Overview_A4__Nov2011.pdf
Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-6.
International Baccalaureate. (2017). Programmes. Retrieved from https://www.ibo.org/programmes/
Jarvis, J. M., Jolly, J. L., & Moltzen, R. (2018). Gifted education in Australia and New Zealand: Reflections and future directions. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring gifted education: Australian and New Zealand perspectives (pp. 206-211). New York: Routledge.
Johnsen, S. K. (2012). Standards in gifted education and their effects on professional competence. Gifted Child Today, 35(1), 49-57. https://doi.org/10.1177/1076217511427430
Joyce, S. (2005). An Overview of gifted and talented provisions in Victoria. TalentEd, 1, 36-41.
Kaman, Y., & Kronborg, L. (2012). Perceptions of learning at a select entry accelerated high school for high ability students. The Australasian Journal of Gifted Education, 21(2), 47-61. Retrieved from https://www.researchgate.net/publication/288096967_Perceptions_of_learning_at_a_select_entry_accelerated_high_school_for_high_ability_students
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Kronborg, L., & Meyland, J. (2003). Changes in postgraduate teachers’ opinions about gifted students and their education. Proceedings from the 15th World Conference for Gifted Education-Gifted 2003: A Celebration Down Under. Adelaide.
Kronborg, L., & Plunkett, M. (2012). Examining teacher attitudes and perceptions of teacher competencies required in a new selective high school. The Australasian Journal of Gifted Education, 21(2), 33-46. Retrieved from https://www.researchgate.net/publication/285941284_Examining_teacher_attitudes_and_perceptions_of_teacher_competencies_required_in_a_new_selective_high_school
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Plunkett, M. (2018). Gifted students in rural and remote settings. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring gifted education: Australian and New Zealand perspectives (pp. 171-192). New York: Routledge.
Plunkett, M., & Kronborg, L. (2007). Gifted education in Australia: A story of striving for balance. Gifted Education International, 23(1), 72-83. https://doi.org/10.1177/026142940702300109
Plunkett, M., & Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1-2), 31-46. https://doi.org/10.1080/15332276.2011.11673587
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Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. The Australasian Journal of Gifted Education, 21(2), 75-80. Retrieved from https://www.researchgate.net/publication/258049515_Rowley_J_2012_Professional_development_needs_of_teachers_to_identify_and_cater_for_gifted_students_Australasian_Journal_of_Gifted_Education_212_75-80
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Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. I). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa.
Assouline, S. G., Marron, M., & Colangelo, N. (2014). Acceleration: The fair and equitable intervention for highly able students. In J. A. Plucker, & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 15-28). Texas: Prufrock Press Inc. https://doi.org/10.1080/02783193.2015.975776
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Cabrera-Murcia, E. P. (2012). What must we know and know how to do for implementation during the PENTAUC school program? A view from the teachers. Universitas Psychologica, 11(3), 815-827.
Catholic Education Office Melbourne. (2013). Gifted and talented students: A resource guide for teach in Victorian Catholic schools. Retrieved from https://www.cem.edu.au/CatholicEducationMelbourne/media/Documentation/Documents/Gifted-and-Talented-handbook.pdf
Cross, T. L., Andersen, L., & Mammadov, S. (2015). Effects of academic acceleration on the social and emotional lives of gifted students. In S. G. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.), A nation empowered: Evidence trumps beliefs that hold back America’s brightest students (Vol. II, pp. 31-42). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa.
Dare, L., Smith, S., & Nowicki, E. (2016). Parents’ experiences with their children’s grade-based acceleration: Struggles, successes, and subsequent needs. Australasian Journal of Gifted Education, 26(2), 6-21. https://doi.org/10.21505/ajge.2016.0012
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. New Jersey: Pearson.
Department of Education and Training, Victoria. [DET] (2017a). Early entry to school. Retrieved from http://www.education.vic.gov.au/school/parents/learning/Pages/giftedearlyentry.aspx
Department of Education and Training, Victoria. [DET] (2017b). Accelerated learning options: FAQs. Retrieved from http://www.education.vic.gov.au/school/parents/learning/Pages/giftedacceleratedfaqs.aspx
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Department of Education and Training, Victoria. [DET] (2018a). About the schools Retrieved from http://www.education.vic.gov.au/school/parents/secondary/Pages/aboutschools.aspx
Department of Education and Training, Victoria. [DET] (2018b). Learning in the early years: Gifted and talented children. Retrieved from http://www.education.vic.gov.au/childhood/professionals/learning/Pages/gtmakedifference.aspx
Department of Education and Training, Victoria. [DET] (2018c). Finding your school’s funding. Retrieved from http://www.education.vic.gov.au/about/educationstate/Pages/schoolbudget.aspx
Directorate of School Education. (1995). Bright Futures. A policy statement to support gifted students. Melbourne. Australia.
Frantz, R. S., & McClarty, K. L. (2016). Gifted education’s reflection of country-specific cultural, political, and economic features. Gifted and Talented International, 31(1), 46-58. https://doi.org/10.1080/15332276.2016.1220794
Fraser-Seeto, K., Howard, S., & Woodcock, S. (2015). An investigation of teachers’ awareness and willingness to engage with self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40(1), 1-14. https://doi.org/10.14221/ajte.2015v40n1.1
Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103–112.
Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness, second edition (pp. 98–119). New York, NY: Cambridge University Press.
Gagné, F. (2008). Debating giftedness: Pronat vs. antinat. In L. Shavinina (Ed.), International handbook on giftedness (pp. 155-198). London: Springer.
Gagné, F. (2010). Motivation within the DMGT 2.0 framework. High Ability Studies, 21(1), 81-99. doi: 10.1080/13598139.2010.525341
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5(1), 5-19.
Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer (Ed.), APA Handbook of Giftedness and Talent. (pp. 163-184). Washington, DC: American Psychological Association.
Gagné, F., & Gagnier, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review, 26(3), 128-138. https://doi.org/10.1080/02783190409554258
Gross, M. U. M., Urquhart, R., Doyle, J., Juratowitch, M., & Matheson, G. (2011). Releasing the brakes for high-ability learners: Administrator, teacher and parent attitudes and beliefs that block or assist the implementation of school policies on academic acceleration. Retrieved from: https://education.arts.unsw.edu.au/media/EDUCFile/Releasing_the_Brakes_Overview_A4__Nov2011.pdf
Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-6.
International Baccalaureate. (2017). Programmes. Retrieved from https://www.ibo.org/programmes/
Jarvis, J. M., Jolly, J. L., & Moltzen, R. (2018). Gifted education in Australia and New Zealand: Reflections and future directions. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring gifted education: Australian and New Zealand perspectives (pp. 206-211). New York: Routledge.
Johnsen, S. K. (2012). Standards in gifted education and their effects on professional competence. Gifted Child Today, 35(1), 49-57. https://doi.org/10.1177/1076217511427430
Joyce, S. (2005). An Overview of gifted and talented provisions in Victoria. TalentEd, 1, 36-41.
Kaman, Y., & Kronborg, L. (2012). Perceptions of learning at a select entry accelerated high school for high ability students. The Australasian Journal of Gifted Education, 21(2), 47-61. Retrieved from https://www.researchgate.net/publication/288096967_Perceptions_of_learning_at_a_select_entry_accelerated_high_school_for_high_ability_students
Knopfelmacher, S., & Kronborg, L. (2003). Characteristics, competencies and classroom strategies of effective teachers of gifted and talented students. In L. Kronborg & S. Knopfelmacher (Eds.), Proceedings from the 9th National Conference of the Australian Association for the Education of Gifted and Talented Students, Sydney, 2002, CD Rom (pp.91-104). Melbourne: AAEGT.
Kronborg, L. (2002). Foreword. In W. Vialle, & J. Geake (Eds.), The gifted enigma. A collection of articles (pp. vi-xxi). VIC: Hawker Brownlow Education.
Kronborg, L. (2017). Professional learning for teachers who motivate and support diverse gifted and highly able students for talent development: Research on what they know and what works in their teaching. World Council for Gifted and Talented Children’s (WCGTC) Conference. Sydney, UNSW.
Kronborg, L. (2018a). Gifted education in Australia and New Zealand. In S. I. Pfeiffer (Ed.), APA Handbook of Giftedness and Talent. (pp. 85-96). Washington, DC: American Psychological Association.
Kronborg, L. (2018b). Cultivating teachers to work with gifted students. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring gifted education: Australian and New Zealand perspectives (pp. 82-94). New York: Routledge.
Kronborg, L., & Meyland, J. (2003). Changes in postgraduate teachers’ opinions about gifted students and their education. Proceedings from the 15th World Conference for Gifted Education-Gifted 2003: A Celebration Down Under. Adelaide.
Kronborg, L., & Plunkett, M. (2012). Examining teacher attitudes and perceptions of teacher competencies required in a new selective high school. The Australasian Journal of Gifted Education, 21(2), 33-46. Retrieved from https://www.researchgate.net/publication/285941284_Examining_teacher_attitudes_and_perceptions_of_teacher_competencies_required_in_a_new_selective_high_school
Lassig, C. (2009). Teachers’ attitudes toward the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18(2), 32-42. Retrieved from https://eprints.qut.edu.au/32480/
Moltzen, R., Jolly, J. L., & Jarvis, J. M. (2018). Framing gifted education in Australia and New Zealand. In J.L. Jolly, & J.M. Jarvis (Eds.), Exploring gifted education. Australian and New Zealand perspectives. (pp. 5-11). New York: Routledge.
Monash University. (2018). Unit selection. Retrieved from https://www.monash.edu/education/current-students/courses/units
Parliament of Victoria. (2012). Inquiry into the education of gifted and talented students. Parliamentary Paper of No.108 Session 2010-2012. Melbourne, Australia: Victorian Government Printer.
Plunkett, M. (2018). Gifted students in rural and remote settings. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring gifted education: Australian and New Zealand perspectives (pp. 171-192). New York: Routledge.
Plunkett, M., & Kronborg, L. (2007). Gifted education in Australia: A story of striving for balance. Gifted Education International, 23(1), 72-83. https://doi.org/10.1177/026142940702300109
Plunkett, M., & Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1-2), 31-46. https://doi.org/10.1080/15332276.2011.11673587
Pressey, S. L. (1949). Educational acceleration: Appraisal of basic problems. Bureau of Educational Research Monograph,31. Columbus OH: The Ohio State University Press.
Rimm, S., Siegle, D., & Davis, G. (2018) Education of the gifted and talented. New York: Pearson.
Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. The Australasian Journal of Gifted Education, 21(2), 75-80. Retrieved from https://www.researchgate.net/publication/258049515_Rowley_J_2012_Professional_development_needs_of_teachers_to_identify_and_cater_for_gifted_students_Australasian_Journal_of_Gifted_Education_212_75-80
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Cómo citar
Kronborg, L., & Cornejo-Araya, C. A. (2018). Ofertas educativas para estudiantes dotados y altamente capaces en escuelas de Victoria, Australia. Universitas Psychologica, 17(5), 1–14. https://doi.org/10.11144/Javeriana.upsy17-5.gepg
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