Hymer, Barry (2011) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? In: Reconceptualising Gifted & Talented: Re-imagine, Retrench, or Reject?, June 2011, Oxford Brookes University, UK. (Unpublished) Full text not available from this repository.
(Contact the author)Abstract
Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely – but not exclusively – from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role of innate capacities lead frequently to tired debates around identification, labelling and resourcing, and away from the more vital discourses around gifted provision and gift-creation. The implications for classroom practice deriving from traditional and emerging ontological and epistemological conceptualisations of giftedness are presented.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Departments: | Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE) |
| Depositing User: | Insight Administrator |
| Date Deposited: | 15 Oct 2012 14:28 |
| Last Modified: | 12 Jan 2024 10:01 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/1394 |
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