Annotated Bibliography: Gifted Education in Australia

This annotated bibliography presents a critical analysis of several articles and reports concerning gifted education in Australia. The documents cover a range of topics, including research on gifted education, the influence of the Australian Senate on research, and the implications of the Australian Professional Standards for Teachers. Other topics include guidelines and procedures for gifted and talented education, policy and implementation strategies, early entry programs, and the roles of parents and schools in supporting gifted students. The bibliography highlights various strategies, policies, and programs designed to identify, support, and educate gifted and talented students, emphasizing the importance of early entry, tailored educational approaches, and collaboration between schools, parents, and authorities. The analysis also touches upon the challenges and limitations of existing research and policies, as well as providing recommendations for future studies and improvements in gifted education.

Running head: ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Name of the Student
Name of the University
Author Note

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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.

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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

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the readers will understand at a glance. It should also be noted that it is also the responsibility
of the students to develop critical and analytical thinking.
Northern Territory Government (2016). GUIDELINES AND PROCEDURES GIFTED
AND TALENTED EDUCATION. [online] DEPARTMENT OF Education, pp.1-
9. Available at:
https://education.nt.gov.au/__data/assets/pdf_file/0011/439148/Gifted-and-
Talented-Education-Guidelines.pdf.
The article discusses and displays the guidelines that the schools can refer to and one
that will help them to identify as well as understand the procedure that is applicable for gifted
and talented students. This will further improve the school to understand and implement
proper educational programs for the students. A clear definition of the skilled, as well as
talented studnets, has been given in the article following the Gagne's Differentiated Model for
Giftedness and Talent that makes a difference between the definition of giftedness and talent.
As stated in the section indigenous are gifted in ways that are not understood by teachers who
are restricted to classroom teaching. It is the responsibility of the school authorities to consult
with their team members and develop as well as identify programs that would help the gifted
and talented students who come from a diverse background. The article also clearly
highlights the intellectual and personality traits of gifted students. This will further help the
people to deal with talented students with ease. Furthermore, the article highlights the
responsibilities and duties of teachers towards gifted students. It also talks about the quality
of teaching that should be used by the teachers. The report further shows how the term
giftedness should not be restricted to one single definition; instead, it should be considered as
a broad concept.
Therefore it should be noted that the article is full of valuable information about the
aspect of giftedness and talent. Many tables have been used to make the information crisp and

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precise so that the readers can understand it. It also gives way for further recommendation
and asks the audience to make a comparison between different kind of children.Various
models have been suggested in the article so that it can give more information on the topic.
Gifted and talented students (2004). Policy and implementation strategies for the
education of gifted and talented students. [online] New South Wales: Department
of Education and Training, pp.1-12. Available at:
https://policies.education.nsw.gov.au/policy-library/associated-documents/
polgdl.pdf.
The report is a useful one as it discusses the various strategies that should be applied
while dealing with gifted students.According to the article to develop a plan for talented
students, one needs to combine strategies, counselling intervention, acceleration and
enrichment. The article states that to make the program for gifted students successful one
needs to develop proper opportunities bt making a clear difference in the curriculum. The
article has very well highlighted the different steps that can be used for programming events
for gifted students. Different stages for development has also been heightened, keeping in
mind the gifted education. The school authorities too should consider the variousaspects that
are involved in the acceleration program. They should be able to understand the importance
of counselling concerning gifted students and should provide qualitatively different work. It
is again the responsibility of the school to do extensive research and study the skills that will
be taught to the gifted students. The article also gives recommendations about the early entry
that is concerned with the gifted students. The writing has even looked up to different
international guidelines that can be suitable for accelerating the gifted programs.
Furthermore, the article has given special importance to grouping strategies to improve the
learning outcomes for the gifted students. It highlights that gifted students learn and grow

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more when they are taught and are surrounded by students who have similar abilities like
them.
The language of the article is simple and easy. It is not too long. It has given
importance to a different dimension of gifted education. However, it has its limitations. The
article, though, talks about the importance of different strategies focuses on only two
strategies. It should be noted that these strategies cannot be applied everytime as everything
depends on the situation.
Gifted and Talented Students Policy (2017). EARLY ENTRY FOR GIFTED AND
TALENTED CHILDREN. [online] ACT Government Education, pp.1-2.
Available at:
https://www.education.act.gov.au/__data/assets/pdf_file/0008/1019807/Early-
Entry-for-Gifted-and-Talented-Children.pdf.
The article focuses on the importance of early entry for all gifted as well as talented
students. The early entry has been considered to be vitalas it determines the child to be
superior in the assessments of cognitive function. The article urges the family members while
applying for early entry should consider the age of their child. It lays down the procedure of
how the parents can apply for Early Entry that would benefit and help the students to move
forward in life. The article further talks about the process and policy for the early entrants. It
also advises that if a family disagree with a specific decision, then they can appeal to the
higher authorities. The article also highlights the people who comprise the appeal panel to
make it easier for the family members to approach them. The report also shows how to write
a letter to the authority for early entry to make the procedure both quick, hasslefree and
efficient. The early entry program, as stated in the article,also collects information from
schools as well as other professionals that help them to know about the development of the

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gifted child. The parents provide all the additional information. The article further highlights
the eligibility criteria for the child to apply for this program. Before making the entry of the
student into the program, the authority ensures that the child is a gifted one by conducting a
psychological assessment so that data and the purpose of the program are not manipulated.
The articleis too short but at the same time,direct and straightforward. However, it
talks about only one program to solve the issue of gifted education when the article should
incorporate multiple programs that would benefit gifted students as well as parents.
ACT Government (2015). GIFTED AND TALENTED EDUCATION. [online] pp.1-6.
Available at:
https://www.education.act.gov.au/__data/assets/pdf_file/0004/587308/Overview-
and-Frequently-Asked-Questions3.pdf.
The report points out that gifted students are found in every community and class. It
shows that gifted students go through a lot of disability as well as a learning disorder.
According to the article, the above students are often referred to as exceptional as well as
gifted. The article also shows how parents can deal with their gifted child and how they can
identify the potential and learning abilities of the child. The paper further shows that the
Identification Parent Fact sheet provides the parents with an opportunity to identify the
hidden talents in the child as well as help them to identify whether the child is gifted or not.
The writing further says that it is the responsibility of the parents to realise and understand
the learning pace of their child. They should not expect them to behave in an older manner.
On the other hand, they should guide their child at every step of their life and motivate them
to move forward in their life. The paper also highlights that support groups are a significant
source of information as well as activities that offer parents and their children with an
opportunity to mix with other families. The primary aim of the article is to answer some of

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the most relevant questions that are often asked by the parents and the caregivers. The Gifted
and Talented Students policy also very well describes the role that the school is expected to
play.
Thus the article is a beneficial one that is written in simple language and is easy to
understand. It gives answers to frequently asked questions that might help the parents as well
as the gifted students. It also makes aware that every territory in Australia now is associated
with gifted education that supports the child as well as his parents.
Critical Analysis
According to authors like Jolly as well as Chessman (2019), the Australian Senate has
focused on the education of gifted education and how it has focused on the research foci.
They have used quantitative as well as qualitative research and has applied the approach of
mixed method. They further talk about new recommendations in the field of gifted education
and discusses the barriers as well as policies while dealing with gifted education in Australia.
However, unlike Jolly and Chessman, Henderson as well as Jarvis (2016), have talked about
the steps that should be taken to improve the conditions of gifted as well as talented students.
In the previous article the authors do not discuss about the literature that should be applicable
for these kinds of children however, in the later article the authors have mentioned the
literature that is required to understand these students. An insight into the teaching style of
the teacher has also been mentioned that is necessary to deal with the gifted children.
According to Henderson and Jarvis (2016) there is no definite policy regarding gifted
children in Australia that was mentioned by Jolly and Chessman. The former authors also
discusses the pattern of teaching that should be adopted by the teachers to make the teaching
experience of the gifted children simple and comprehensible. The third article (2016),
mentions about Gagne’s Differentiated Model for Giftedness and Talent that has not been

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mentioned in any of the articles that has been discussed. The article shows the incompetence
of the teachers to teach the gifted students that has also not been highlighted in any articles. It
also highlights the different as well as individual traits of gifted students. On the other hand
the fourth article (2004), discusses about the strategies that should be applied in dealing with
gifted as well as talented students. Unlike the previous article it does not hold the teachers
responsible for their incompetence to teach the students instead it encourages schools and
tells them the measures that they can apply in their institution to deal as well as teach the
gifted students. It also shows what are the best strategies that can be applied to students who
are gifted and talented. Furthermore, the next article (2017), also talks about early entry like
the first but it elaborates on the concept and talks about the importance as well as the
procedure to enrol in the early entry program, something that was not discussed in the
previous article. Unlike other articles this article teaches the readers the skills that should be
applied while writing a letter for early entry. On the contrary the last article (2015), talks
about the gifted students and how they are not just restricted to Australia but to other
countries as well. Unlike other articles the last article focuses on the parents and they can find
the hidden talents of their gifted child. It talks about how the parents should treat as well as
train their gifted students so that the latter can be accepted in the society with ease. It gives
the answer to many questions that are required for the development of gifted children.