Comparative study of Gifted Education Quality Standards | ||||
| مجلة کلية التربية بالمنصورة | ||||
| Article 11, Volume 105, Issue 2, January 2019, Page 15-32 PDF (444.26 K) | ||||
| Document Type: مقالات أدبیة وتربویة | ||||
| DOI: 10.21608/maed.2019.140377 | ||||
 View on SCiNiTO | ||||
| Abstract | ||||
| What define gifted students has not been agreed globally neither their education quality standards. This article aims to identify similarities and difference between gifted quality standards in different countries based on their purposes, structure and contents. A total of 10 standards have been examined. Two countries – England and the US – have updated and published revised standards. The other four – the Netherlands, New Zealand, Saudi Arabia and Wales – have each produced a single edition. All standards were available in the English language, which makes comparison possible. The result found similarities as well as difference between the examined standards. The study suggest, for a universal standards to be achieved, they must allow sufficient scope to meet varying perspectives of experts (practitioners and academics) and circumstances, support divergent interpretation, promote innovation and allow for changes to the paradigm and the wider policy context and priorities over time. Keywords: Gifted education, Quality standards, Comparison. | ||||
| Keywords | ||||
| Gifted education; Quality standards; Comparison | ||||
|
Statistics Article View: 207 PDF Download: 181 |
||||
