With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as restoried memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might 'do' category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.

Dataset contains questionnaires, interview recordings, and interview transcriptions relating to a study of gifted/high-ability children with learning difficulties. The data was collected to offer preliminary assessment strategies for primary school teachers.

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment-often a tenuous and unsupported transition into the profession-it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook 'memory work' based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small study, as well as previous research on casual beginning teachers and casual teachers, provide significant insights that have ramifications for initial teacher education, highlighting the importance of the emotional practices of teachers.

Understanding how students direct their individual learning has received growing interest among educational practitioners in recent years. Researchers agree that metacognition is an essential key to successful learning (Alexander, Carr and Schwanenflugel, 1995; Armbruster, 1983; Dinsmore, Alexander, and Loughlin, 2008; Efklides, 2001; Magno, 2010; McCormick, 2003; Paris and Winograd, 1990; Schneider, 2008; Schraw and Moshman, 1995; Shavinina, 2009; Tariconne, 2011; Whitebread, Bingham, Grau, Pino Pasternak, and Sangster, 2007). As Australia prepares to roll out the Australian Curriculum, there appears to be growing concern in the wider community (Pyne, 2014) about how the curriculum will prepare our students to live and work in a very different and globalised world.

For over thirty years sporadic research has attempted to address the underrepresentation of Aboriginal students in gifted programs. What emerges from the literature is the need for cultural understanding, flexibility and sensitivity when dealing with definitional issues of giftedness, and cultural inclusivity when designing talent development programs that respond to the particular needs of gifted learners from Aboriginal backgrounds. This article will explore these issues and highlight the need for schools to value the funds of knowledge Aboriginal students bring to their classrooms, which in turn will allow for more appropriate identification protocols and programs to be put in place for these students.

Gifted students have been provided the opportunity to study three core subjects through an academically selective virtual high school in western NSW, Australia. At the same time these students continue to attend their local public high school for their other subjects. This article presents the mechanisms that have provided this opportunity, and describes successes and challenges. Students are located across 385,000 km² and meet online through web conferencing to engage in real time. They are also able asynchronously to access study materials in an online repository.

The traits linked to gifted children with learning disabilities (twice-exceptional) are diverse and complex. Identification of these children can be hindered by a combination of factors, including variations in teacher knowledge and experience, inconsistencies in the visibility of high abilities coexisting simultaneously with one or more learning disabilities, and also the lack of a practical assessment tool. This mixed-methods study addresses the need for such a tool and other assessment strategies that primary school teachers can implement in the preliminary exploratory stage of identifying possible twice-exceptional children. In this process, the focus centres on learning strengths and difficulties. The first phase of the Study focused on procedures leading to the development and trialling of a comprehensive and useful teacher checklist questionnaire (TCQ). Its comprehensiveness was developed through reviewing research-based characteristics, anecdotal lists and teacher perceptions. Section A of the TCQ is based on the six natural-ability Domains found in Françoys Gagné's Differentiated Model of Giftedness and Talent (DMGT 2.0; 2008) or, more recently, his Expanded Model of Talent Development (EMTD, 2013). Section B has three familiar categories of learning difficulties known within the context of the primary school. In the trialling phase, ten teacher participants trialled the TCQ and ranked the selected children in their classes on every item in the nine categories. Overall, qualitative and quantitative analyses suggest promising trends in the preliminary investigation into the TCQ's internal reliability, validity and practical usefulness. In the second phase, six child participants were selected for case studies to determine whether other assessment strategies supported the findings of the TCQ. The results from Interviews with each child, a Parent/Teacher Questionnaire, a non-verbal intelligence test (Raven's Standard Progressive Matrices), and a Think-aloud protocol, affirm the worthiness of the TCQ, but variations in results suggest the importance of its inclusion as part of a comprehensive assessment protocol.

This evaluative research, using a mixed methods case study approach with triangulated design, investigated the perceived value of a virtual academically selective secondary school provision for Years 7–10 (age 12–16 years) that operated in Western NSW Region from 2010 until 2014. Students replaced regular curriculum study in the areas of English, mathematics and science at their local stategovernment- funded bricks-and-mortar school, with study that was conducted online with a cohort of academically gifted students from across similar schools in Western NSW Region.
Perceived value by students and staff in the virtual provision as well as perceived value by parents and local state-government-funded secondary school Principals was positive, with students reporting a strong sense of belonging to the gifted cohort as well as their local school cohort, an improved skill-set to meet 21stcentury learning requirements and the capacity to harness their full potential through development of enabling skills such as organisation and study skills. Academic achievement of the virtual provision cohort in national or state-wide standardised tests matched those of metropolitan selective secondary school counterparts in literacy, numeracy and science understanding.
All stakeholders agreed that the virtual provision did not suit all gifted learners, only those who were autonomous learners or were motivated to learn in a lightly supervised environment and who held a positive academic self-concept and as such were comfortable not being first in their class all the time. Some students found the challenge of many academically-able peers overwhelming as they had been the outstanding pupil all their school life.
Unexpected benefits reported by parents of the students in the cohort included their choice to stay in employment in the regional, rural or remote areas, or to delay or abandon their plans to send their child to a metropolitan boarding school as their gifted childʼs learning needs were being met by the virtual provision. This decision added to the social fabric of the rural communities and their local school. Teachers in the virtual provision reported being re-invigorated in their career by having a virtual staffroom of like-minded peers who embraced challenge, were curriculum specialists in their area and endorsed technology-enhanced learning.
This research contributes to the growing field of knowledge about the suitability of virtual school provisions for gifted secondary school students in rural, regional and remote settings. Keeping the best and brightest students and teachers in the , along with their families, is essential to ensuring dynamic and vibrant rural, regional and remote communities.

Planning for learning is essential for creating environments conducive to deep learning and to developing student understandings. Standard 3 of the Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership [AITSL]. 2014) specifies the need for all graduate teachers to be able to 'plan for and implement effective teaching and learning'. Quality planning involves the systematic use of feedback data to design activities that encourage the assimilation and synthesis of information, leading to the creation of new understandings. Student learning should always be the goal.

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of 'flexploitation'. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between 'structural marginalisation and the 'othering' that CRTs can experience is associated with the politics of market-related performativity.