Open AccessLearning by Doing: Action Research to Evaluate Provisions for Gifted and Talented Students.
Author(s) -
Tracy Riley,
Roger Moltzen
Publication year - 2011
Publication title -
kairaranga
Language(s) - English
Resource type - Journals
eISSN - 1179-9021
pISSN - 1175-9232
DOI - 10.54322/kairaranga.v12i1.154
Subject(s) - formative assessment , christian ministry , action research , participatory action research , action (physics) , citizen journalism , process (computing) , work (physics) , pedagogy , psychology , focus group , mathematics education , medical education , engineering ethics , political science , sociology , engineering , computer science , medicine , mechanical engineering , physics , quantum mechanics , anthropology , law , operating system
Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.