Landscape of Australian Gifted Education Research

Running head: ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
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Author Note

1ANNOTATED BIBLIOGRAPHY
Jolly, J. L., & Chessman, A. (2017). The landscape of Australian gifted education
research: 1992–2013. Gifted and Talented International, 32(2), 87-98.
The authors of the above article have investigated the literature regarding gifted
education in Australia. They have tried to pay more attention to the field ofresearch to
understand the latter's research foci, the importance of research that will be generated and
how the events that are taking place in Australia influences that research that has been
undertaken. They have focused on the inquiry of the Australian Senate regarding the
education of gifted education and how it has influenced the research foci. The authors used
the tool of the mixed-method appraisal to classify the empirical studies further. Both
qualitative, as well as quantitative research, was undertaken. However, it was noted that case
studies as well as descriptive quantitative analysis were used more frequently and was even
favoured over the other types of approaches that wereprovided. The article talks about the
new recommendations that were undertaken by the Australian Senate regarding the issue of
gifted education. According to the authors in the paper states as well as territories in Australia
are responsible for focusing on the needs of gifted children. The country has contributed to
the gifted education by paying attention to acceleration—attitudes of the teachers and that of
the talented children. The article further gives an overview of the models, barriers and
policies in dealing with gifted education in Australia.
The article isauthentic, as many research data and materials have been included.
However, some of the terms used in the report are difficult to understand,and many laws and
regulations of Australia regarding gifted education in Australia have been discussed in
details. However, the most significant limitation of the research is that it has included data
that has now become outdated, and no recent study has been shown in the article regarding
gifted education. Nonetheless, it gives some information on the topic.

2ANNOTATED BIBLIOGRAPHY
Henderson, L., & Jarvis, J. (2016). The Gifted Dimension of the Australian Professional
Standards for Teachers: Implications for Professional Learning. Australian
Journal of Teacher Education, 41(8), 60-83.
In the article, the authors acknowledge as well as state that talented students are
diverse and at the same time, require educational provisions that will help them in meeting
their needs. The authors, however, agree that if the teachers are not appropriately equipped
and lack understanding, then they will not be able to provide support and knowledge to the
gifted students. The paper further discusses the literature that is applicable in the field so that
it can be used for argument concerning the gifted dimension that isused as an elaboration for
the Australian Professional Standards for Teachers. The article further states that the legal
bodies in Australia believe that as all the teachers will be teaching gifted students, it is
necessary to draw themas well as define the quality of teaching that is expected from the
teachers that will eventually contribute to a type of professional learning plan for all the
teachers that will benefit the latter as well the students who are gifted. The authors in the
article have given a detailed analysis of the quality of teaching that is required to teach gifted
students with its precise definition. The author's further state that the education that they will
receive will be different from other students. In Australitere is no specific policy or
description regarding giftedness. Therefore gifted education in the country is seen as an
enhancement of general knowledge that improves the school and meets the needs of the
talented students.
Though the authors have considered the quality of teaching to be an essential factor in
dealing with gifted students,they have forgotten that development too acts as a critical
catalyst. The article has been written in a simple as well as the straightforward manner that