Investigating the Role and Experiences of Gifted and Talented Coordinators

Abstract

In the majority of Australian schools the responsibility for gifted education has been designated to the appointed Gifted and Talented Coordinator. Despite this responsibility few studies have concentrated on these Coordinators. The main aim of this qualitative case study was to investigate the role and experiences of Gifted and Talented Co-ordinators, specifically those in Priority Funding Schools Program (PFSP) schools in a socio-economically disadvantaged area of Western Sydney, New South Wales (NSW). This paper reports on a single aspect of an in-depth qualitative case study investigating the role and experiences of Gifted and Talented Coordinators in these Australian schools. The findings indicate the impact of teacher expectations on students disadvantaged by residence in lower socioeconomic areas contributes to a ‘deficit view’ of student abilities by educators. The ramifications for identifying gifted and/or talented students are profound.