An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education?

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 (Unpublished) Full text not available from this repository.

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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: Faculty of Education, Arts and Business > Institute of Education > Non-Initial Teacher Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Postgraduate Programmes and Partnership > Continuing Professional Development > Educational Research
Depositing User: Insight Administrator
Date Deposited: 15 Oct 2012 14:28
Last Modified: 13 Feb 2018 11:04
URI: http://insight.cumbria.ac.uk/id/eprint/1394

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