2009．第24卷第1期（Vol. 24 No. 1）．pp. 135164
Twenty-Five Years of Gifted Education Research in Hong Kong 1984–2008: What Lessons Have We Learned?
David W. CHAN（陳維鄂）, Lai-Kwan CHAN, & Yongjun ZHAO
Published research studies in gifted education in Hong Kong based on two databases from 1984 to 2008 were surveyed to identify the field’s critical priorities and practices. Research studies within the period were briefly reviewed to shed light on what we have learned regarding the conceptualization of giftedness, identifying, programming and teaching gifted learners, parenting gifted and talented children and adolescents, and counseling gifted students and their families. About 90% of the studies were descriptive studies (assessment studies, evaluation studies, and correlational research) of which 64% investigated the conceptions, assessment, and development of giftedness using quantitative methods. Suggestions were made as to how we could conduct meaningful research of the type that will sustain the development of gifted education in the next several decades.
Keywords: giftedness; talent; creativity; intelligence; high ability