The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education
Saved in:
| 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 |
| 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 |
Be the first to leave a comment!
