Bringing Best Practices in Gifted Education for Culturally Diverse Learners to Developing Countries: Beginning with South Africa

By Joy M. Scott-Carrol, J. L. Davis and R. Osman.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

A fundamental mission of the International Gifted Education Teacher-Development Network (Iget-Network) is to bring gifted education best practices, particularly those relevant to the identification and nurturance of culturally diverse learners, to developing countries where gifted education is not included within education policies. We believe that to achieve this end it is necessary to:
1. Create a cyclical means by which experienced teachers empower less experienced teachers through a process of: a) acquired training and shared expertise; b) support systems that cross international borders; and c) opportunities that equip them with the knowledge, skills, and attitudes needed to recognize and nurture outstanding potential of children who by circumstance have gone unrecognized. The fundamental medium teachers use to recognize student exceptionalities is through a rigorous but relevant science curriculum that also include family involvement activities that enhance student skill development in the home setting (ProjectU-Stars’ Plus);
2. Offer children the continuity of hands-on science and literacy development enrichment activities to nurture their interests and higher level abilities that may be applied to more fully develop their intellectual, creative, and artistic strengths. This development would enable students to consider leadership and higher education opportunities beyond the environs from which they come (local township schools).
3. Offer student- teacher and teacher exchanges with international gifted education specialists (Wits School of Education, Beaulieu Preparatory School)
4. Follow the child protégé progress from primary school to college selection. Learners will enter select feeder schools, participate in after school and Saturday enrichment opportunities and college selection counseling.(CTD, Northwestern University).

Keywords: Gifted Education, Culturally Diverse Gifted Learners, Black Gifted, Teacher Development, Best Practices in Gifted Education, South Africa Gifted Education, Developing Country

The International Journal of Learning, Volume 15, Issue 12, pp.105-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 511.468KB).

Prof. Joy M. Scott-Carrol

Visiting Scholar, Educational Studies, University of the Witwatersrand, Johannesburg, Gauteng, South Africa

Dr. Scott is Co-Founder of the International Gifted Education Teacher-Development Network (Iget-Network.org). She has been a two year Visiting Scholar in the School of Education at the University of the Witwatersrand-Johannesburg, and is currently Assistant Professor of Educational Foundations at the University of Wisconsin-Whitewater. Research interests are in culturally diverse gifted learners and comparative international education. She teaches courses in gifted education, multicultural education and educational research methods. She holds a Doctorate of Philosophy in Educational Leadership and Policy Studies from Loyola University Chicago, a Masters of Education in counseling from the University of Wisconsin and a Bachelors of Science in psychology from Creighton University in Omaha, Nebraska.

Dr. J. L. Davis

The College of William and Mary, Williamsburg, Virginia, USA

Dr. Joy L. Davis has over twenty years of experience in the field of gifted education as a practitioner, researcher and published author. Her areas of particular focus have been program development, culturally diverse gifted learners and family involvement practices. Dr. Davis currently serves as adjunct professor of gifted education at Shenandoah University and The College of William & Mary, she also works with William & Mary’s Center for Gifted Education on projects related to curriculum, parent & family involvement, and professional development.

Prof. R. Osman

Head of Division, Division of Social Context, Wits School of Education, University of the Witwatersrand, Johannesburg, Gauteng, South Africa

Ruksana Osman is Associate Professor at the University of the Witwatersrand. Her areas of research focus on teacher education and teaching and learning in higher education.

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