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Evidence of Continually Improving Professional Knowledge

 

 Evidence of Continually Improving Professional Knowledge

 

This honours research proposal statement illustrates my ability to partake in educational research thus contributinng to the community of professional learners and improving my own practice.

 Honours Research Proposal

In all educational settings there is an increasing desire to provide more appropriately for the broad range of individual student abilities, this includes a greater focus on the needs of gifted students (Bragget, 1994, pp. 1-3). A recent senate report titled, ‘The education of gifted and talented children’ (The Commonwealth of Australia, 2001) was released in response to concerns regarding the education system’s ability to acknowledge and respond to the needs of this group. The report identified gifted students as being one of the most educationally disadvantaged groups in Australian schools. One of the major findings of this report was the pressing need for effective gifted and talented programs and practices in all schools (The Commonwealth of Australia, 2001, pp. 7-8). Furthermore, the NSW DET ‘Gifted and Talented Policy’ states that gifted students exist in all communities regardless of geographic location (2004, p. 5).  Despite these findings, the majority of Australian research on gifted and talented education focuses on the experiences of schools in rural and metropolitan areas, with a gap in the literature regarding the experiences of schools located in regional Australia. This reflects a common misconception that the experiences of schools in rural and regional areas are the same (Reading, Fluck, Trinidad, Smith, Shaw, Anderson N, McLoughlin, & White, 2006, pp. 20-24). Thus, this research project seeks to examine the constraints and experiences when implementing and updating gifted and talented programs and practices in a school in regional New South Wales (NSW).

 The aim of this study is to examine the constraints and experiences when implementing and updating gifted and talented programs and practices in a school located in a regional area in NSW. Thus, this research project will answer the question: what are the constraints and experiences of a regional school in NSW when implementing and updating gifted and talented programs and practices? Key questions which will guide data collection are: What were the main reasons, as perceived by selected executive and teacher participant interviewees, for the revision of programs and practices for Gifted & Talented students in a primary school in regional NSW? What was the reported experience (perceptions, actions, reactions; feelings, responses) for the selected group of executives and teachers in the school? What were the school-based and external factors perceived by participant interviewees that facilitated effective revision and implementation of the G&T program? What were the school-based and external factors perceived by interviewees that challenged/hindered the effective revision and implementation of the G&T program?

The first goal is to communicate the experiences and constraints of a school in regional NSW when implementing and updating gifted and talented programs and practices. The second goal is to offer recommendations and strategies for the school (and similar schools) when undergoing similar processes.

 

 

 

Jessica Coughlan, 2009

 

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