[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594021-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594021-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","australian-gifted-and-talented-education-an-analysis-of-government-policies","Australian Gifted and Talented Education - An Analysis of Government Policies","","Education policy signals how schools, educators, parents, and stakeholders view and support high-performing or gifted and talented students. Policies reflect departmental values and objectives, yet analysis of gifted and talented education policy remains limited, representing under 1% of the empirical literature. This study examines how Australian state and territory gifted and talented policies align with NAGC (2019) Pre-K–Grade 12 standards to identify gaps and uneven approaches.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-gifted-and-talented-education-an-analysis-of-government-policies/594021/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-gifted-and-talented-education-an-analysis-of-government-policies/594021.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the paper?","Question",{"text":62,"@type":63},"To discuss educational policy and Australian gifted and talented education, and to conduct the first systematic analysis of current gifted and talented education policies using the NAGC (2019) Pre-K–Grade 12 programming standards as the framework.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the study use the NAGC (2019) Pre-K–Grade 12 standards?",{"text":67,"@type":63},"Although not developed specifically for Australia, the standards offer a common index to gauge alignment between publicly available Australian policy documents and guidance materials.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the results indicate about Australian policy and guidance?",{"text":71,"@type":63},"The study finds an uneven approach in both policy and guidance, highlighting opportunity gaps to address the specific learning needs of gifted and talented students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594021,1792167613,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 8 |  | Article 5 |\n| --- | --- | --- |\n| 2021\u003Cbr>Australian Gifted and Talented Education: An Analysis Government Policies\u003Cbr>Jennifer L. Jolly\u003Cbr>University of New South Wales; University of Alabama\u003Cbr>Jennifer H. Robins Baylor University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)[ ](https://ro.ecu.edu.au/ajte)DigitPaalrt of the Gifted Education Commons\u003Cbr>Commons | of |  |\n\nNetwork  \nRecommended Citation  \nLoJoglloy, J. L., & Robins, J. H. (2021) . Australian Gifted and Talented Education: An Analysis of Government Policies. Australian Journal of Teacher Education, 46(8) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n8.5](http://dx.doi.org/10.14221/ajte.2021v46n8.5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss8/5](https://ro.ecu.edu.au/ajte/vol46/iss8/5)  \nAustralian Gifted and Talented Education: An Analysis of Government  \nPolicies  \nJennifer L Jolly  \nUniversity of New South Wales  \nUniversity of Alabama  \nJennifer H Robins  \nBaylor University  \nAbstract: Education policy signals the level ofsupport or importance  \nfor high-performing or gifted and talented students to school leaders,  \neducators, parents, and other stakeholders. These policies  \ncommunicate the value or goals of departments of education. Given  \nthe importance of education policy, there remains a void in the  \nanalysis of gifted and talented education policy, which accounts for  \nless than 1% of the empirical literature. We sought to understand how  \npublicly available individual state and territory departments of  \neducation’s gifted and talented education policies and guidance  \ndocuments coalesce with the NAGC (2019) Pre-K–Grade 12 Gifted  \nEducation Programming Standards. Although not developed for the  \nAustralian context, they provide a common index from which to gauge  \nalignment. Results indicated an uneven approach in both policy and  \nguidance and this imbalance exposes opportunity gaps to address the  \nspecific learning needs of this student population.  \nBackground  \nThe educational needs of gifted and talented students 1 have been recognized in Australian states and territories since the late 1970s with the development of policies and guidance for educators, school leaders, and parents. Approximately four decades have elapsed without an analysis of any iteration of these policies in totality. The aim of this paper is to (a) discuss educational policy and Australian gifted and talented education and (b) conduct the first systematic analysis of current gifted and talented education policies, using the National Association for Gifted Children’s (NAGC, 2019) Pre-K–Grade 12 Gifted Education Programming Standards (Standards) as a framework for examination.  \n1 The terms gifted and talented students, gifted students, high-performing students, and high-potential students are used interchangeably in this paper, reflecting terminology found in the research literature and education policy.  \nEducational Policy Defined  \nEaston’s (1953) formative definition of policy noted that it “consists of a web of decisions and actions”(p. 13). His definition originally was developed for political systems, centered on a structure that included inputs (demands and supports), outputs (decisions and policies), and feedback loops nested in a particular environment instructed by those in power or authority (Easton, 1957) or illustrated in contemporary policy cycles—analysis, planning, implementation, and evaluation. In many respects, educational systems and policy development continue to reflect the needs and values of those who hold influence and are in power. UNESCO (2013) described education policy as a reflection of a government’s goals and priorities as they relate to education. Policy should provide a","cbCaibqFlspZXhEB","https://ap.wps.com/l/cbCaibqFlspZXhEB","pdf",342670,27,"English","# Abstract\n# Background\n# Educational Policy Defined","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To discuss educational policy and Australian gifted and talented education, and to conduct the first systematic analysis of current gifted and talented education policies using the NAGC (2019) Pre-K–Grade 12 programming standards as the framework.\"},{\"question\":\"Why does the study use the NAGC (2019) Pre-K–Grade 12 standards?\",\"answer\":\"Although not developed specifically for Australia, the standards offer a common index to gauge alignment between publicly available Australian policy documents and guidance materials.\"},{\"question\":\"What do the results indicate about Australian policy and guidance?\",\"answer\":\"The study finds an uneven approach in both policy and guidance, highlighting opportunity gaps to address the specific learning needs of gifted and talented students.\"}]","Australian Gifted and Talented Education - An Analysis of Government Policies | PDF",1792078386,68]