Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum

摘要

Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project highlights a unique juncture that invites a critical examination of the current provincial policy on gifted education and presents opportunities for sustaining better alignment between gifted education philosophy and local policies and practices. Aims: To examine the epistemic understandings of giftedness reflected in BC gifted education policy and to identify incongruence between this policy and the redesigned curriculum. Objectives: (1) To construct a historical and archival account of gifted education policy context in BC, (2) to evaluate the conceptualization of giftedness as reflected in BC policy texts, and (3) to provide insights into how policies and practices might be reconfigured. Methods: This project uses a case study method with a focus on evaluation to generate an in-depth account of the policy context and to develop a critical understanding of potential issues. Research participants include two to three provincial-level policy makers, 60 policy linkers, and two policy informers who have expertise in gifted education. Qualitative data include legislative and supplementary documents, interviews, and memos and field notes. Quantitative data will be gathered through the administration of an online survey. Significance: This project will uncover the merits, issues, and opportunities of gifted education policy in BC and enhance the connectivity between gifted education philosophy and local policy and practices. The results will further contribute to professional development opportunities for teachers and school districts to help improve their supports for students with advanced learning needs within the new curricular context.