Volume 6 Number 2 May 2005
Special Issue: International Perspectives on Giftedness 

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International perspectives on giftedness: Experimental and cultural observations of IQ and creativity with implications for curriculum and policy design
McCann, M.

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Identifying stressors and reactions to stressors in gifted and non-gifted students
Amini, M.

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Ability grouping for mathematically gifted adolescent boys
Banfield, T.

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Providing a culturally responsive environment for gifted Maori learners
Bevan-Brown, J.

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Policy development and practice - the New South Wales experience
Chessman, A.

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Critical curriculum components in programs for young gifted learners
Gibson, K. and Mitchell, L.A.

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The applied music lesson: Teaching gifted and talented students utilizing principles of comprehensive musicianship
Heavner, T.

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Differences in problem solving strategies of mathematically gifted and non-gifted elementary students
Heinze, A.

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Combining moral philosophy and moral reasoning: The PAVE moral reasoning strategy
Henderson, L.

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The relationship between creative thinking ability and creative personality of 4 to 5 year-old preschoolers
Lee, K-H.

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Humour in cognitive and social development: Creative artists and class clowns
Jewell, P.

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Talent in the new millennium: A two-year research study of gifted education
Keen, D.

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Gifted children's relationships with teachers
Kesner, J.E.

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A decade comparison: Self-concept of gifted and non-gifted adolescents
Kong, Y. and Zhu H.

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Perfectionism and the gifted: A study of an Australian School sample
Kornblum, M. and Ainley, M.

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Exploring perceptions of giftedness in the Cook Islands Maori community
Miller, G.

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Some current findings on the brain characteristics of the math gifted adolescent
O'Boyle, M.W.

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Divergence and convergence of mental forces of children in open and closed mathematical problems
Sak, U. and Maker, C.J.

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Evaluation of an elementary classroom self-regulated learning program for gifted math underachievers
Stoeger, H. and Ziegler, A.

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Assessing creativity: The test for creative thinking - drawing production (TCT-DP)
Urban, K.K.

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Creativity of the disaffected gifted
Yeung, A.S., Chow, P.Y. and Chow, C.W.

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International Perspectives on Giftedness

Welcome to this special edition of the International Education Journal. Twenty articles comprise this publication, featuring contributions from Australia, China, Germany, Hong Kong SAR, Iran, Korea, New Zealand, and the United States of America. Most of these papers were presented, in an earlier form, at the 15th Biennial World Council for Gifted and Talented Children's Conference, held in Adelaide, South Australia in August 2003. Some are new or updated articles, procured after a presentation at the conference and representing research and practice which has developed out of the original conference presentation.

The papers cross over a wide range of disciplines and topics, from practical classroom-based models and strategies, through to research on IQ, creativity testing, cultural and moral explorations of intelligence, and some of the latest findings on functional magnetic resonance imaging (fMRI) and its contribution to research in the field of neuroscience and the gifted brain. Specific subject areas such as mathematics and music feature in this edition of the IEJ. Despite the diversity of topics, all articles have the common theme and concern to contribute to research on the nature of advanced intelligence and the links with successful academic, creative, and social and emotional development.

As well as a diversity of topics, the articles demonstrate a fascinating range of cultures, concepts, definitions and styles. They range from the objective measurements of science to the first person advocacy of values. Maria McCann's opening link article, International Perspectives on Giftedness: Experimental and Cultural Observations of IQ and Creativity with implications for Curriculum and Policy Design, introduces and discusses each paper and makes connections across the many themes which emerge. It is clear from reading these articles that definitions and views of giftedness differ across countries and cultures.

We wish to thank the Reviewers for their contribution to this Edition: Dr Shane N. Phillipson, Hong Kong Institute of Education; Dr Wilma Vialle, University of Wollongong; and Prof. Shi Jiannong, Chinese Academy of Psychology, Beijing.

We hope you enjoy this special edition of the IEJ.

Dr Maria McCann and Dr Paul Jewell


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