Being gifted in Hong Kong:

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• Being gifted in Hong Kong
• What does the research say

Dr Shane N. Phillipson The Hong Kong Institute of
Education
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Research in gifted education
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What should the research be about?

• Develop and evaluate curriculum for gifted
  students. i.e. matching curriculum with the needs
  of the student and the aims of policy.
• Characterize giftedness for the purposes of
  informing curriculum, and in the identification
  of gifted children.
• Inform and evaluate gifted education policy.

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Is all research useful?

• The value of research is determined by its
• Adherence to the principles of good research
  design, such as the use of control groups and
  instruments that are reliable and valid.
• Analytic techniques that make full use of
  research data.
• Results that are indicative of the whole
  population.

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Research in Hong Kong

• Research that
• Is concerned with gifted and Hong Kong.
• Published in peer-reviewed journals.
• Research after 2000.

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• Chan, D. W., 24 articles.
• Phillipson, S. N., 3 articles.
• Rudowicz, 1 article.
• Tirri et al, 1 article.
• Wong Watkins, 1 article.
• (N 30, Mean rate lt 4/year)

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Research themes

• Socio-emotional health of gifted students 9
  articles.
• Leadership of gifted students 5 articles.
• Characterization of gifted students 7 articles.
• Evaluation of gifted programmes 3 articles.
• Identification of gifted students 3 articles.
• Teachers of the gifted 1 article.
• Empirical studies 1 article and 1 in press.

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• 1. Socio-emotional health of gifted students (9
  articles).
• 2. Leadership of gifted students (5 articles).
• 3. Characterization of gifted students
• MI (4 articles).
• Learning styles (1 article).
• Types of questioning (1 article).
• Gender differences in spatial abilities (1
  article).

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• 4. Evaluation of gifted programmes
• Professional development programme for leadership
  development (1 article).
• Mentoring (1 article).
• Summer programme (1 article).
• 5. Identification of gifted students
• Usefulness of different instruments (2 articles).
• Creativity tests (1 article).
• 6. Teachers of the gifted (1 article).
• 7. Empirical studies (1 article and 1 in press).

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1. Socio-emotional health of gifted students 9
articles.
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2. Leadership of gifted students (5 articles).
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3. Characterization of gifted students
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4. Evaluation of gifted programmes

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5. Identification of gifted students Usefulness
of different instruments (2 articles). Creativity
tests (1 article).
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6. Teachers of the gifted (1 article).7.
Empirical studies (1 article and 1 in press).
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Research in gifted education
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Conclusion

• In 2008, Hong Kong is an exciting place to be in
  terms of gifted education.
• The role of research will become increasingly
  important.
• Research will be expected to help evaluate the
  effectiveness of policy and of its implementation
  and play an increasing role in the formation of
  policy.
• Current research has established a large number
  of reliable and validated instruments. However,
  studies have not adequately characterized gifted
  students in Hong Kong.
• Research must be designed to be more
  representative of the Hong Kong context, and
  focus on the ways to promote talent development
  in the inclusive classroom.

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References

• Chan, D. W. (2000a). Assessing leadership among
  Chinese secondary students in Hong Kong The use
  of the Roets Rating. Gifted Child Quarterly,
  44(2), 115.
• Chan, D. W. (2000b). Developing the creative
  leadership training program for gifted and
  talented students in Hong Kong. Roeper Review,
  22(2), 94.
• Chan, D. W. (2000c). The Development of
  Mentorship Programs at the Chinese University of
  Hong Kong. Roeper Review, 23(2), 85.
• Chan, D. W. (2000d). Exploring Identification
  Procedures of Gifted Students by Teacher Ratings
  parent ratings and student self-reports in Hong
  Kong. High Ability Studies, 11(1), 69-82.
• Chan, D. W. (2000e). Identifying gifted and
  talented students in Hong Kong. Roeper Review,
  22(2), 88.
• Chan, D. W. (2001a). Assessing Giftedness of
  Chinese Secondary Students in Hong Kong a
  multiple intelligences perspective. High Ability
  Studies, 12(2), 215-234.
• Chan, D. W. (2001b). Characteristics and
  Competencies of Teachers of Gifted Learners The
  Hong Kong Teacher Perspective. Roeper Review,
  23(4), 197.
• Chan, D. W. (2001c). Learning Styles of Gifted
  and Nongifted Secondary Students in Hong Kong.
  Gifted Child Quarterly, 45(1), 35.
• Chan, D. W. (2002). Perceptions of Giftedness and
  Self-Concepts Among Junior Secondary Students in
  Hong Kong. Journal of Youth Adolescence, 31(4),
  243.
• Chan, D. W. (2003a). Adjustment Problems and
  Multiple Intelligences among Gifted Students in
  Hong Kong the development of the revised Student
  Adjustment Problems Inventory. High Ability
  Studies, 14(1), 41.
• Chan, D. W. (2003b). Assessing Adjustment
  Problems of Gifted Students in Hong Kong The
  Development of the Student Adjustment Problems
  Inventory. Gifted Child Quarterly, 47(2), 107.
• Chan, D. W. (2003c). Dimensions of Emotional
  Intelligence and Their Relationships With Social
  Coping Among Gifted Adolescents in Hong Kong.
  Journal of Youth Adolescence, 32(6), 409-418.
• Chan, D. W. (2003d). Leadership Skills Training
  for Chinese Secondary Students in Hong Kong Does
  Training Make a Difference? Journal of Secondary
  Gifted Education, 14(3), 166.
• Chan, D. W. (2004a). Multiple Intelligences of
  Chinese Gifted Students in Hong Kong
  Perspectives from Students, Parents, Teachers,
  and Peers. Roeper Review, 27(1), 18-24.
• Chan, D. W. (2004b). Social Coping and
  Psychological Distress Among Chinese Gifted
  Students in Hong Kong. Gifted Child Quarterly,
  48(1), 30-41.

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• Chan, D. W. (2005a). Emotional intelligence,
  social coping, and psychological distress among
  Chinese gifted students in Hong Kong. High
  Ability Studies, 16(2), 163-178.
• Chan, D. W. (2005b). Self-Perceived Creativity,
  Family Hardiness, and Emotional Intelligence of
  Chinese Gifted Students in Hong Kong. Journal of
  Secondary Gifted Education, 16(2/3), 47-56.
• Chan, D. W. (2006a). Adjustment Problems,
  Self-Efficacy, and Psychological Distress Among
  Chinese Gifted Students in Hong Kong. Roeper
  Review, 28(4), 203-209.
• Chan, D. W. (2006b). Perceived Multiple
  Intelligences Among Male and Female Chinese
  Gifted Students in Hong Kong The Structure of
  the Student Multiple Intelligences Profile.
  Gifted Child Quarterly, 50(4), 325-338.
• Chan, D. W. (2007a). Components of leadership
  giftedness and multiple intelligences among
  Chinese gifted students in Hong Kong. High
  Ability Studies, 18(2), 155-172.
• Chan, D. W. (2007b). Gender Differences in
  Spatial Ability Relationship to Spatial
  Experience Among Chinese Gifted Students in Hong
  Kong. Roeper Review, 29(4), 277-282.
• Chan, D. W. (2007c). Leadership and Intelligence.
  Roeper Review, 29(3), 183-189.
• Chan, D. W. (2007d). Musical aptitude and
  multiple intelligences among Chinese gifted
  students in Hong Kong Do self-perceptions
  predict abilities? Personality Individual
  Differences, 43(6), 1604-1615.
• Chan, D. W., Cheung, P. C., Chan, A. S. K.,
  Leung, W. W.-m., Leung, K.-w. (2000).
  Evaluating the Chinese University Summer Gifted
  Program for Junior Secondary Students in Hong
  Kong. Journal of Secondary Gifted Education,
  11(3), 136.
• Phillipson, S. N. (2004). A professional
  development programme for teachers of
  exceptionally gifted students in leadership. ,.
  The Australasian Journal of Gifted Education,
  13(2), 5 - 16.
• Phillipson, S. N. (in press). The optimal
  achievement model and underachievement in Hong
  Kong an application of the Rasch measurement
  model. . Psychology Science.
• Phillipson, S. N., Tse, A. K.-o. (2007).
  Discovering patterns of achievement in Hong Kong
  students An application of the Rasch measurement
  model. High Ability Studies, 18(2), 173-190.
• Rudowicz, E. (2004). Applicability of the Test of
  Creative Thinking-Drawing Production for
  Assessing Creative Potential of Hong Kong
  Adolescents. Gifted Child Quarterly, 48(3),
  202-218.
• Tirri, K., Tallent-Runnels, M. K., Nokelainen,
  P. (2005). A cross-cultural study of
  pre-adolescents' moral, religious and spiritual
  questions. British Journal of Religious
  Education, 27(3), 207-214.
• Wong, M. S. W., Watkins, D. (2001). Self-esteem
  and Ability Grouping a Hong Kong investigation
  of the Big Fish Little Pond Effect. Educational
  Psychology, 21(1), 79-87.