View in EDS PDF Full Text

The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education

Saved in:
Bibliographic Details
Title: The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education
Language: English
Authors: Henderson, Lesley (ORCID 0000-0002-0164-9181), Gilbert, Desiree, Duffield, Alice, Farrall, Janet
Source: Journal of Advanced Academics. May 2022 33(2):237-274.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 38
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Academically Gifted, Gifted Education, Foreign Countries, Design, Professional Education, Intervention, Educational Research, Private Schools, Program Implementation
Geographic Terms: Australia
DOI: 10.1177/1932202X211061135
ISSN: 1932-202X
Abstract: Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants' self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1341860
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH_ls0cEeywmO43zEp-_us8AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDH2FIexnjVgh8BLY3AIBEICBm_XJSFUnaoAh8cUDHUXuS8VLAS8hEvmRHvdI7-PNUaXIN7j1aPG6S9ce8UYs5I0B6vZqCT4rhmzCNjEIKvPo_X9VHRukOdoris86kEU3eUlid4PgHUB7GsCRGWF_v-XBIQCcU3ZE_Z_bETSRzndTQ1J2VcnaTQ-QBzbHKDK0xntd6hRa7SgnMyXry7cUsaMm8YuVi5kv9vwDZI_H
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1341860
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Henderson%2C+Lesley%22">Henderson, Lesley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0164-9181">0000-0002-0164-9181</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gilbert%2C+Desiree%22">Gilbert, Desiree</searchLink><br /><searchLink fieldCode="AR" term="%22Duffield%2C+Alice%22">Duffield, Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Farrall%2C+Janet%22">Farrall, Janet</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Advanced+Academics%22"><i>Journal of Advanced Academics</i></searchLink>. May 2022 33(2):237-274.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 38
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1932202X211061135
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1932-202X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants' self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1341860
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1341860
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1932202X211061135
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 237
    Subjects:
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Professional Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Henderson, Lesley
      – PersonEntity:
          Name:
            NameFull: Gilbert, Desiree
      – PersonEntity:
          Name:
            NameFull: Duffield, Alice
      – PersonEntity:
          Name:
            NameFull: Farrall, Janet
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1932-202X
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Advanced Academics
              Type: main
ResultId 1