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Being gifted in Hong Kong: What does the research say. Dr Shane N. Phillipson The Hong Kong Institute of Education. Research in gifted education. What should the research be about?.

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Being gifted in Hong Kong:

What does the research say

Dr Shane N. Phillipson

The Hong Kong Institute of Education



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What should the research be about?

  • Develop and evaluate curriculum for gifted students. i.e. matching curriculum with the needs of the student and the aims of policy.

  • Characterize giftedness for the purposes of informing curriculum, and in the identification of gifted children.

  • Inform and evaluate gifted education policy.


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Is all research useful?

The value of research is determined by its:

  • Adherence to the principles of good research design, such as the use of control groups and instruments that are reliable and valid.

  • Analytic techniques that make full use of research data.

  • Results that are indicative of the whole population.


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Research in Hong Kong

Research that:

  • Is concerned with gifted and Hong Kong.

  • Published in peer-reviewed journals.

  • Research after 2000.


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Chan, D. W., 24 articles.

Phillipson, S. N., 3 articles.

Rudowicz, 1 article.

Tirri et al, 1 article.

Wong & Watkins, 1 article.

(N = 30, Mean rate < 4/year)


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Research themes

  • Socio-emotional health of gifted students … 9 articles.

  • Leadership of gifted students … 5 articles.

  • Characterization of gifted students … 7 articles.

  • Evaluation of gifted programmes … 3 articles.

  • Identification of gifted students … 3 articles.

  • Teachers of the gifted … 1 article.

  • Empirical studies … 1 article and 1 in press.


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1. Socio-emotional health of gifted students (9 articles).

2. Leadership of gifted students (5 articles).

3. Characterization of gifted students

  • MI (4 articles).

  • Learning styles (1 article).

  • Types of questioning (1 article).

  • Gender differences in spatial abilities (1 article).


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4. Evaluation of gifted programmes

  • Professional development programme for leadership development (1 article).

  • Mentoring (1 article).

  • Summer programme (1 article).

    5. Identification of gifted students

  • Usefulness of different instruments (2 articles).

  • Creativity tests (1 article).

    6. Teachers of the gifted (1 article).

    7. Empirical studies (1 article and 1 in press).






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6. Teachers of the gifted (1 article).7. Empirical studies (1 article and 1 in press).



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Conclusion

  • In 2008, Hong Kong is an exciting place to be in terms of gifted education.

  • The role of research will become increasingly important.

  • Research will be expected to help evaluate the effectiveness of policy and of its implementation … and play an increasing role in the formation of policy.

  • Current research has established a large number of reliable and validated instruments. However, studies have not adequately characterized gifted students in Hong Kong.

  • Research must be designed to be more representative of the Hong Kong context, and focus on the ways to promote talent development in the inclusive classroom.


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References

Chan, D. W. (2000a). Assessing leadership among Chinese secondary students in Hong Kong: The use of the Roets Rating. Gifted Child Quarterly, 44(2), 115.

Chan, D. W. (2000b). Developing the creative leadership training program for gifted and talented students in Hong Kong. Roeper Review, 22(2), 94.

Chan, D. W. (2000c). The Development of Mentorship Programs at the Chinese University of Hong Kong. Roeper Review, 23(2), 85.

Chan, D. W. (2000d). Exploring Identification Procedures of Gifted Students by Teacher Ratings: parent ratings and student self-reports in Hong Kong. High Ability Studies, 11(1), 69-82.

Chan, D. W. (2000e). Identifying gifted and talented students in Hong Kong. Roeper Review, 22(2), 88.

Chan, D. W. (2001a). Assessing Giftedness of Chinese Secondary Students in Hong Kong: a multiple intelligences perspective. High Ability Studies, 12(2), 215-234.

Chan, D. W. (2001b). Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Teacher Perspective. Roeper Review, 23(4), 197.

Chan, D. W. (2001c). Learning Styles of Gifted and Nongifted Secondary Students in Hong Kong. Gifted Child Quarterly, 45(1), 35.

Chan, D. W. (2002). Perceptions of Giftedness and Self-Concepts Among Junior Secondary Students in Hong Kong. Journal of Youth & Adolescence, 31(4), 243.

Chan, D. W. (2003a). Adjustment Problems and Multiple Intelligences among Gifted Students in Hong Kong: the development of the revised Student Adjustment Problems Inventory. High Ability Studies, 14(1), 41.

Chan, D. W. (2003b). Assessing Adjustment Problems of Gifted Students in Hong Kong: The Development of the Student Adjustment Problems Inventory. Gifted Child Quarterly, 47(2), 107.

Chan, D. W. (2003c). Dimensions of Emotional Intelligence and Their Relationships With Social Coping Among Gifted Adolescents in Hong Kong. Journal of Youth & Adolescence, 32(6), 409-418.

Chan, D. W. (2003d). Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference? Journal of Secondary Gifted Education, 14(3), 166.

Chan, D. W. (2004a). Multiple Intelligences of Chinese Gifted Students in Hong Kong: Perspectives from Students, Parents, Teachers, and Peers. Roeper Review, 27(1), 18-24.

Chan, D. W. (2004b). Social Coping and Psychological Distress Among Chinese Gifted Students in Hong Kong. Gifted Child Quarterly, 48(1), 30-41.


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Chan, D. W. (2005a). Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(2), 163-178.

Chan, D. W. (2005b). Self-Perceived Creativity, Family Hardiness, and Emotional Intelligence of Chinese Gifted Students in Hong Kong. Journal of Secondary Gifted Education, 16(2/3), 47-56.

Chan, D. W. (2006a). Adjustment Problems, Self-Efficacy, and Psychological Distress Among Chinese Gifted Students in Hong Kong. Roeper Review, 28(4), 203-209.

Chan, D. W. (2006b). Perceived Multiple Intelligences Among Male and Female Chinese Gifted Students in Hong Kong: The Structure of the Student Multiple Intelligences Profile. Gifted Child Quarterly, 50(4), 325-338.

Chan, D. W. (2007a). Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong. High Ability Studies, 18(2), 155-172.

Chan, D. W. (2007b). Gender Differences in Spatial Ability: Relationship to Spatial Experience Among Chinese Gifted Students in Hong Kong. Roeper Review, 29(4), 277-282.

Chan, D. W. (2007c). Leadership and Intelligence. Roeper Review, 29(3), 183-189.

Chan, D. W. (2007d). Musical aptitude and multiple intelligences among Chinese gifted students in Hong Kong: Do self-perceptions predict abilities? Personality & Individual Differences, 43(6), 1604-1615.

Chan, D. W., Cheung, P. C., Chan, A. S. K., Leung, W. W.-m., & Leung, K.-w. (2000). Evaluating the Chinese University Summer Gifted Program for Junior Secondary Students in Hong Kong. Journal of Secondary Gifted Education, 11(3), 136.

Phillipson, S. N. (2004). A professional development programme for teachers of exceptionally gifted students in leadership. ,. The Australasian Journal of Gifted Education, 13(2), 5 - 16.

Phillipson, S. N. (in press). The optimal achievement model and underachievement in Hong Kong: an application of the Rasch measurement model. . Psychology Science.

Phillipson, S. N., & Tse, A. K.-o. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18(2), 173-190.

Rudowicz, E. (2004). Applicability of the Test of Creative Thinking-Drawing Production for Assessing Creative Potential of Hong Kong Adolescents. Gifted Child Quarterly, 48(3), 202-218.

Tirri, K., Tallent-Runnels, M. K., & Nokelainen, P. (2005). A cross-cultural study of pre-adolescents' moral, religious and spiritual questions. British Journal of Religious Education, 27(3), 207-214.

Wong, M. S. W., & Watkins, D. (2001). Self-esteem and Ability Grouping: a Hong Kong investigation of the Big Fish Little Pond Effect. Educational Psychology, 21(1), 79-87.


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