Global Gifted Education: How International Views of Giftedness Influence Educational Practices and Student Performance

• In Event: Roundtable Session 34
  In Roundtable Session: International Perspectives on Gifted Education

Abstract

Research consistently shows countries that excel on educational indicators are committed to quality teachers, school autonomy, and data-based decision making. But we know comparatively little about how these countries educate their gifted learners. This paper reviews global gifted education practices and links those practices with teachers’ behaviors and students’ educational outcomes. We categorized 34 OECD member countries into three gifted education paradigms: gifted child, talent development, and differentiation. Results show country-level paradigm was related not only to students’ PISA scores, but also educators’ use of teacher-directed instruction, student orientation, and formative assessment. In fact, teacher behaviors mediated the relationship between gifted paradigm and achievement. The discussion explores why differences may exist and potential lessons learned for increasing student achievement.

Authors

• Katie Larsen McClarty, Pearson

• Roger S. Frantz, Pearson Education