Literaturnachweis - Detailanzeige
Autor/inn/en | Slater, Eileen; Burton, Kate; Main, Susan |
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Titel | Gifted and Home-Educated in Australia |
Quelle | In: Australasian Journal of Gifted Education, 32 (2023) 2, S.41-58 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1323-9686 |
Schlagwörter | Gifted Education; Home Schooling; Foreign Countries; Parent Attitudes; Decision Making; Academically Gifted; Content Analysis; Well Being; Psychological Patterns; Difficulty Level; Acceleration (Education); Barriers; Australia |
Abstract | A recent survey of the home-education community in Australia sought to identify the reasons why parents/guardians made the decision to home educate their children (Slater et al., 2022). Within the broader sample of 385 parents/guardians of 676 currently home-educated children in Australia, the parents/guardians of 81 children cited the child being gifted as a reason for the child being home-educated. Completed survey data returned by these parents/guardians were analysed. Thereafter, a sub-sample of these survey participants, comprising 16 parents/guardians of home-educated gifted children, were interviewed. Thematic and content analysis of all collected data indicated that the educational and emotional wellbeing of the child was a key motivator for home-educating. The reasons cited included the belief that there was a lack of provision of an appropriate curriculum, failure to appropriately differentiate and/or provide acceleration options, and a lack of understanding and ability to cater to the psychosocial and emotional needs of gifted students, in schools. (As Provided). |
Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |