Supporting the development of academic talent: The perspectives of students, parents and teachers

Abstract

The thesis reported in this chapter explored the views of Western Australian high-achieving school leavers (n = 22), their parents (n = 20) and teachers (n = 19) on a number of themes, including academic talent development (Williams, 2010). The broad nature of the research and methodology generated well-grounded research findings and allowed for the synthesis of a number of models that can be practically deployed to support learning and teaching. This chapter presents a broad overview of these, while ensuring that the complexity of the processes described in the models and frameworks remain visible. The chapter concludes with a description of some practical steps that can be taken to implement the findings. These include critically reflecting on current practice in light of the research findings; using entry and exit interviews to serve students better; facilitating the tracking of personal bests; and wider use of acceleration options. Such changes would help to maximise the use of school resources and support all students to develop academically from a young age.