2019 WCGTC World Conference

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4.1.11 The Adaptive Think-Aloud Framework: Is it Useful in the Preliminary Stage of Identifying Twice-Exceptionality?

Teachers in primary/elementary schools often have limited access to manageable strategies in the preliminary stage of identifying twice-exceptional children. As part of a research project, the Adaptive Think-Aloud Framework (ATAF) was developed and used in trials for comparison with the findings of the Teacher Checklist Questionnaire, which was also developed as an exploratory tool. Using mixed methods research and a case study design, the ATAF used a think-aloud procedure with six selected students to obtain data about their reading skills and metacognitive and critical thinking. Findings suggest that this framework shows considerable promise for use in teachers’ early investigations.

Author(s):

MaryAnne Haines
mahaines@bigpond.net.au

Australia

   

Dr MaryAnne Haines completed a research project in twice-exceptionality in the primary/elementary school and graduated with a Doctor of Education degree in 2018 at the University of New England, Australia. The main focus of the research was developing and trialling preliminary assessment strategies.

Linley Cornish
linley.cornish@une.edu.au
University of New England
Australia

   

Dr Linley Cornish is Associate Professor in Learning and Teaching, Director of Program Accreditation, Education Scholar, Co-editor of TalentEd, researcher and Higher Degree Research supervisor in the School of Education at the University of New England, Australia.

Michelle Bannister-Tyrrell*

Recently retired from University of New England
Australia

   

Dr Michelle Bannister-Tyrrell, who recently retired from the University of New England, was a Senior Lecturer specialising in gifted and talented education for undergraduate and postgraduate students, a Fellow of The Higher Education Academy, and researcher and supervisor of Higher Degree Research students.

 



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