Postgraduate Research Study
GERRIC is committed to supporting higher degree research training, in Gifted Education in the School of Education, as a means to contribute towards the training of future gifted education researchers and experts. We recognise the value of student’s individual research programs in creating new knowledge and in extending and supporting gifted education research, practice and policy.
GERRIC and School of Education researchers can supervise all areas of research in gifted education. Students experience rigorous research training leading to publishing their research findings in leading academic journals, and enjoy being a part of a collegiate and supportive research culture and learning environment.
Important information for students wishing to undertake higher degree research study in Education at UNSW, including in the field of gifted education may be found here.
For more information on Postgraduate study in Gifted Education:
Current Postgraduate Students in Gifted Education
|Stephanie Figg||Gifted Low-Performance: Distinguishing between Achieving, Underachieving and Non-Producing Students||
|Lye Chan Long||Principal Leadership And Gifted Education Programs in Government Secondary Schools||
Kerry Barnett (supervisor)
|Thi Minh Phuong Nguyen||Moral Reasoning under the Influence of Confucianism in Gifted Adolescents in Vietnam and Australia||
Miraca Gross (supervisor)
Putai Jin (co-supervisor)
|Anna Sarlej||'Wide Open, Narrow or BArely Present': Patterns of Overexcitabilies in Intellectually Gifted Students||
Jae Yup Jung (supervisor)
|Linda Winit||The Development of Moral Reasoning and Ego Identity Status of Academically Gifted Adolescents||Miraca Gross
|Marie Young||How Do Gifted Students Gain Early Admission to Australian Universities?||
Our graduates in gifted education are highly regarded within Australia and internationally. Using their research training and expertise, and in-depth knowledge, our PhD and Masters by research graduates find high-level and rewarding careers in Universities as academics contributing to research and teaching in the gifted education field. They also take up positions as educational leaders, educators, administrators, policy makers, curriculum designers and developers, consultants, presenters and co-ordinators of teacher training and gifted and talented student programs, in a range of educational settings across state and federal government, non-government, community organisation and business sectors.
|Angela Chessman||2010||Teacher Attitudes And Effective Teaching Practices For Gifted Students At Stage 6|
|Jae Yup Jung||2009||Culture, Motivation, And Vocational Decision-Making Of Senior High School Students (Winner: Institute for Educational Research's (IeR) Beth Southwell Award for an Outstanding Thesis 2010; The Neil Andrew Johnson Award 2009).|
|David Thomas||2008||What Attributions Do Teachers Ascribe To Student Academic Achievement?|
|Peta Hay||2008||Prosocial Reasoning And Empathy In Gifted Children|
|Jae Yup Jung||2006||Levels of intellectual giftedness, culture and the forced choice dilemma? (BABEd (Honours Class 1 and University Medal)|
|Kay O’Leary||2004||Development Of Personal Strengths And Moral Reasoning In Gifted Adolescents|
|Valerie Volk||2004||Confidence Building and Problem Solving Skills: An Investigation Into the Impact of the Future Problem Solving Program on Secondary Students’ Sense of Self-Efficacy in Problem Solving, in Research, in Team Work, and in Coping With Future.|
|Yvonne Lu||2004||The Interaction Between Ability, Locus of Control and Reward Contigency|
|Jennifer Rowley||2003||Teacher Effectiveness in the Education of Gifted Students: A Comparison of Trained, Trainee and Untrained Teacher of Gifted and Talented Students|
|Trevor Clark||2001||The Application of Savant and Splinter Skills in the Autistic Population Through Curriculum Design: A Longitudinal Multiple-replication Case Study|
|Felicia Chadwick||2001||An Australian Perspective of Talent Development in Music: The Influence of Environmental Catalysts Upon the Provision of Opportunities for Learning, Training and Practice in the Musical Domain|
|Carol Muiznieks||2000||Psycho-social and Academic Outcomes For Selective High School Students Undertaking a Program of Cohort Acceleration|
|Kim Jaggar||2000||Student Perceptions of Subject Acceleration in New South Wales Schools|
|Peter Downey||1999||An Analysis of Perceived Problems Facing Coordinators of Gifted Education in NSW Independent Secondary Schools|
|Carole Bool||1999||Changes in Self Esteem of Students in Full-Time (O C) Classes for Gifted Students.|
|Katherine Hoekman||1998||The Optimal Context For Gifted Students: An Exploration Of Motivational And Affective Variables|