Despite sharing a common cultural heritage, recent developments in gifted education in several countries and regions within East Asia, including the People’s Republic of China (mainland China), Taiwan, the Hong Kong Special Administrative Region (SAR), Singapore, Japan, and South Korea, show that each country and region is now characterized by different approaches to gifted education. However, the challenges facing many of these countries and regions are remarkably similar, including a number of fundamental issues such as misconceptions as to the role of gifted education within communities that are dominated by extensive and pervasive examination systems, and the limited roles of indigenous research in conceptions of giftedness and curriculum development. In contrast, gifted education in Japan has had a “virtual” existence over many years, although the ability of its education systems – both public and private – to meet the specific needs of its “gifted” students is yet to be determined. Copyright © 2009 Springer Science+Business Media B.V..
|Title of host publication||International handbook on giftedness|
|Editors||Larisa V. Shavinina|
|Place of Publication||Amsterdam|
|Publisher||Springer Science and Business Media|
|ISBN (Print)||9781402061622, 9781402061615|
|Publication status||Published - 2009|
CitationPhillipson, S. N., Shi, J., Zhang, G., Tsai, D.-M., Quek, C. G., Matsumura, N, et al. (2009). Recent developments in gifted education in East Asia. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 1427-1461). Amsterdam: Springer Science and Business Media.
- Gifted education
- East Asia
- Hong Kong
- South Korea