Expediency
发表于 2025-3-28 15:28:28
Being of Like-Mind: Giftedness in the New Zealand Contextesearcher to co-construct the implications for practice. Students most often referred to ‘thinking’ as the common denominator of like-mindedness, with their like-minded peers described as other gifted students, family members, and their specialist teachers. The perspectives of participants in this s
Cholecystokinin
发表于 2025-3-28 21:50:43
Learning from International Research Informs Academic Acceleration in Australasia: A Case for Consisications with the two-volume publication . This chapter reviews some of the 20 types of acceleration as described by Southern and Jones (.) and addresses the advantages for talent development when implementing acceleration as well as the consequences when withholding accelerative opportunities from
光亮
发表于 2025-3-29 02:14:23
http://reply.papertrans.cn/43/4214/421384/421384_43.png
Motilin
发表于 2025-3-29 03:17:12
http://reply.papertrans.cn/43/4214/421384/421384_44.png
Detonate
发表于 2025-3-29 10:54:24
Social and Emotional Needs and Learning Processes: Section Introductionted students’ self-esteem and well-being; (d) experiences of twice exceptional students in regular classrooms; (e) the intersectional experiences of risk and resilience among gifted young people who are socio-economically disadvantaged and who belong to ethnic minorities and indigenous communities;
Muscularis
发表于 2025-3-29 14:37:36
http://reply.papertrans.cn/43/4214/421384/421384_46.png
FANG
发表于 2025-3-29 17:56:46
Motivational Issues in Gifted Education: Understanding the Role of Students’ Attribution and Controld how to support gifted students in their use of adaptive rather than maladaptive motivational strategies. Next, we discuss recent developments within motivational research, namely, an increased focus on growth orientation and how such an orientation may benefit gifted students. Specifically, we dis
abject
发表于 2025-3-29 21:50:06
,Gifted Education in the Asia-Pacific: From the Past for the Future – An Introduction,and perceptions, (2) social and emotional needs and learning processes, (3) identifying and nurturing diversely gifted and talented students, (4) assessment, pedagogy and curricula, (5) diverse dimensions of gifted education and (6) educational contexts, transitions, and community engagement. An ove
大洪水
发表于 2025-3-30 00:04:50
http://reply.papertrans.cn/43/4214/421384/421384_49.png
DAMN
发表于 2025-3-30 04:15:28
Towards Exceptionality: The Current Status and Future Prospects of Australian Gifted Educationprospects. To better understand these challenges, however, it is important to place gifted education within a broader educational context, including a discussion of Australian gifted education policy and Australian research into gifted education. We argue that, at best, the relevance of gifted educa