Return to search

Perceptions of exceptional talent in high school students and implications for a school's curriculum

Questionnaires were sent to parents of three hundred
and fourty six year 7 and 8 students attending an independent,
comprehensive school. Parents were asked to indicate the
nature and extent of talent they believed their child possessed.
Their replies were used as the basis for the range of talents -
some fifty two areas - considered in this study.
The questionnaire, together with questionnaires given
to students and teachers, also served to identify seventy five
exceptionally talented children.
The talent areas were grouped into talent 'clusters'
and students representing each cluster were selected for
interviews. During the interviews, parents were asked whether
their son had previously been identified as exceptionally
talented, and what they perceived to be the educational needs
of their son.
These needs were looked at in terms of the formulation
of a differentiated curriculum for exceptionally talented
children.
The curriculum is described mainly in terms of three
teaching modes traditionally associated with gifted children :
grouping, acceleration and enrichment. Each of these is
explored in relation to the stated needs of the students and their
consequent applicability to designing curricula for these students.

Identiferoai:union.ndltd.org:ADTP/218934
Date January 1982
CreatorsFinocchiaro, John I., n/a
PublisherUniversity of Canberra. Education
Source SetsAustraliasian Digital Theses Program
LanguageEnglish
Detected LanguageEnglish
Rights), Copyright John I. Finocchiaro

Page generated in 0.0019 seconds