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Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008

Yıl 2015, Cilt: 3 Sayı: 2, 51 - 64, 06.12.2015

Öz

In 1997 a ‘New Labour’ government was elected in the United Kingdom, under the leadership of Tony Blair. In the decade which followed, educational policy and practice in England included active intervention to promote learning and achievement of the most able children in state schools, under the label of ‘gifted and talented’. This review recalls developments in provision for these children during that time, in relation both to an inclusive school curriculum and to separate out-of-school learning. The differing ways in which this period of activity and development in gifted and talented education in England can be viewed are critically appraised.

Kaynakça

  • Broadfoot, P., Osborn, M., Planel, C. & Sharpe, K. (2000). Promoting quality in learning: Does England have the answer? London: Cassell.
  • Campbell, R.J., Eyre, D., Muijs, R.D., Neelands, J.G.A. & Robinson, W. (2004). The English model of gifted and talented education: Policy, context and challenges. Occasional Paper 1. University of Warwick: National Academy of Gifted and Talented Youth.
  • Campbell, R.J., Muijs, R.D., Neelands, J.G.A., Robinson, W., Eyre, D. & Hewston, R. (2005). The social origins of students identified as gifted and talented in England: A geo-demographic analysis. Occasional Paper 8. University of Warwick: National Academy of Gifted and Talented Youth.
  • Campbell, R.J., Muijs, D., Mazzoli, L., Hewston, R., Needlands, J., Robinson, W. & Eyre, D. (2006) Engagement with school, identity and self-esteem: Some characteristics of gifted and talented students in England. Occasional Paper 11. University of Warwick: National Academy of Gifted and Talented Youth.
  • Central Advisory Council for Education (England) (1967). Children and their primary schools Vol.1: The report. London: HMSO. (The Plowden Report).
  • Clarke, C. (2004). Foreword. In Department for Education and Skills. Five-year strategy for children and learners. London: The Stationary Office, pp.3-5.
  • Cullen, M-A., Cullen, S. & Lindsay, G. (2005). The National Academy of Gifted and Talented Youth: Evaluation of the summer schools 2004. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S., Cullen, M-A. & Lindsay, G. (2005). The National Academy of Gifted and Talented Youth (NAGTY): Summer schools 2005: Seven case study strands. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S. & Lindsay, G. (2006). Summer schools 2005, follow-up report: The impact of the summer schools. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S., Hartras, D., Cullen, M-A. & Lindsay, G. (2006). The National Academy of Gifted and Talented Youth (NAGTY): Evaluation of the summer schools 2005. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Department for Children, Schools and Families (2007). Classroom quality standards for gifted and talented education. Retrieved April 16, 2008, from http://ygt.dcsf.gov.uk/FileLinks/332_MainLink.doc
  • Department for Children, Schools and Families (2008a). Classroom quality standards for gifted and talented education: English. Retrieved October 10, 2008, from http://www.standards.dfes.gov.uk/secondary/keystage3/downloads/ws_gt_cqsenglish_00098.pdf
  • Department for Children, Schools and Families (2008b). Classroom quality standards for gifted and talented education: Science. Retrieved October 10, 2008, from http://www.standards.dfes.gov.uk/secondary/keystage3/downloads/ws_gt_cqsscience_00098.pdf
  • Department for Education and Employment (1997). Excellence in schools. London: The Stationery Office.
  • Department for Education and Employment (1998). The national literacy strategy: Framework for teaching. London: Department for Education and Employment.
  • Department for Education and Employment (1999a). Extending opportunity: A national framework for study support. London: Department for Education and Employment.
  • Department for Education and Employment (1999b). The national numeracy strategy: framework for teaching. London: Department for Education and Employment.
  • Department for Education and Skills (2003). Excellence and enjoyment: A strategy for primary schools. London: Department for Education and Skills.
  • Dracup, T. (2002). Overview of the national strategy for gifted and talented education. Unpublished presentation to National Conference on Gifted and Talented Education, NEC Birmingham, November 12-13, 2002. Department for Education and Skills.
  • Dracup, T. (2003). An outline of England’s strategy for gifted and talented education. Gifted Education International, 17(2), 112-119.
  • Dracup, T. (2008). England’s national programme for gifted and talented education: plans and reforms for 2007-2010. Retrieved September 2, 2008, from http://ygt.dcsf.gov.uk/FileLinks/906_world_conference.doc. Report drawn from paper to World Council for Gifted and Talented Children, 17th Biennial Conference, August 5-10 2007, University of Warwick.
  • Eyre, D. (1997). Able children in ordinary schools. London: David Fulton.
  • Eyre, D. (2004) Gifted education: The English model. University of Warwick: National Academy of Gifted and Talented Youth.
  • Eyre, D. & Fuller, M. (1993). Year 6 teachers and more able pupils. Oxford: Oxfordshire County Council and National Primary Centre.
  • Fletcher-Campbell, F. (2003). The gifted and talented: Who are they and does it matter who they are? Topic, Issue 30, Autumn, 1-5.
  • Freeman, J. (1998). Educating the very able: Current international research. London: Office for Standards in Education.
  • Freeman, J. (2001). Gifted children grown up. London: David Fulton.
  • Frost, P. (2005). The CTY summer school model: Evolvement, adaptation and extrapolation at the National Academy for Gifted and Talented Youth (England). High Ability Studies, 16(1) 137-53.
  • Gagné, F. (1985). Giftedness and talent: Re-examining a re-examination of the definitions. Gifted Child Quarterly, 29(3), 103-12.
  • Gunter, H.M. & McGinity, R. (2014) The politics of the Academies Programme: Natality and pluralism in education policy-making. Research Papers in Education, 29(3), 300-314.
  • Hart, S., Dixon, A., Drummond, A.J. & McIntyre, D. (2004). Learning without limits. Maidenhead: Open University Press.
  • Hartras, D., Cullen, M-A. & Lindsay, G. (2003). The National Academy of Gifted and Talented Youth: evaluation of the summer school 2003. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Her Majesty’s Government (2005). Higher standards, better schools for all: More choice for parents and pupils. London: HMSO.
  • House of Commons Education and Employment Committee (1999a). Highly able children: Volume 1 Report and proceedings of the committee. London: The Stationery Office.
  • House of Commons Education and Employment Committee (1999b). Highly able children: Volume II Minutes of evidence and appendices. London: The Stationery Office.
  • Judge, H. (2006). The road not taken: Deconstructing the 1960s, the formative decade. In M. Hewlett, R. Pring & M. Tulloch (Eds.), Comprehensive education: Evolution, achievement and new directions (pp.43-49). University of Northampton, UK.
  • Kennard, R. (2002). Mathematics. In D. Eyre & H. Lowe (Eds.), Curriculum provision for the gifted and talented in the secondary school (pp.42-58). London: David Fulton.
  • Koshy, V. & Pinheiro-Torres, C. (2013) ‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England. British Educational Research Journal 39(6), 953-978.
  • Lambert, M. (2006). Evaluation of ‘Advanced Learning Centres’ for gifted and talented pupils. Research Report 742. London: Department for Education and Skills.
  • Lambert, M. (2010) ‘Gifted and talented’: a label too far? Forum: for promoting 3-19 comprehensive education, 52(1), 99-105.
  • Lindsay, G., Muijs, D., Hartras, D. & Phillips, E. (2002). National Academy for Gifted and Talented Youth: Evaluation of the first talent search and summer school. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Matty, P. & Taylor, H. (2004). Tracking the achievements of pupils who attended Advanced Maths Centres in Birmingham and Sandwell 1997-2002. Unpublished report for the National Primary Trust, Birmingham.
  • Morris, E. (2002). Excellence across sectors. Keynote speech 16 May 2002. Retrieved July 12, 2006, from http://www.dfes.gov.uk/speeches/media/documents/excellenceacrosssectors.doc?s=457d6ff728218608035dcd8e2c524d80
  • National Academy for Gifted and Talented Youth (2006a). Annual report 2005-06. University of Warwick: National Academy for Gifted and Talented Youth.
  • National Academy for Gifted and Talented Youth (2006b). National gifted kids Academy gains 100,000th member - even Wembley Stadium couldn't hold full membership. Media release, issued 11 July 2006. Retrieved November 30, 2006, from http://www2.warwick.ac.uk/newsandevents/pressreleases/NE10000002145/
  • National Academy for Gifted and Talented Youth (2006c). Student Academy: Common questions. Retrieved December 3, 2006, from http://www.nagty.ac.uk/student_academy/questions.aspx
  • National Academy for Gifted and Talented Youth (2006d). Summer schools. Retrieved December 5, 2006, from http://www.nagty.ac.uk/student_academy/summer_schools
  • National Quality Standards in Gifted and Talented Education (2006). Retrieved December 2, 2006, from http://www.standards.dfes.gov.uk/giftedandtalented/downloads/word/qstrial.doc. Now available at http://webarchive.nationalarchives.gov.uk/20110809091832/http://www.teachingandlearningresources.org.uk/whole-school/gifted-and-talented
  • National Primary Trust (c2001). Advanced Learning Centres: Learning enrichment programmes for able pupils. Birmingham: National Primary Trust.
  • National Primary Trust (2002). Advanced Maths Centres: Guidelines. Birmingham: National Primary Trust.
  • Office for Standards in Education (1999). Inspecting schools: The framework. London: Office for Standards in Education.
  • Office for Standards in Education (2001). Providing for gifted and talented pupils: An evaluation of Excellence in Cities and other grant-funded programmes. London: Office for Standards in Education.
  • Office for Standards in Education (2009) Gifted and talented pupils in schools. Retrieved September 26, 2015, from http://webarchive.nationalarchives.gov.uk/20141124154759/http://www.ofsted.gov.uk/resources/gifted-and-talented-pupils-schools
  • Office for Standards in Education (2013) The most able students: Are they doing as well as they should in our non-selective secondary schools? Retrieved September 26, 2015, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/405518/The_most_able_students.pdf
  • Porter, L. (1999). Gifted young children: A guide for teachers and parents. Buckingham: Open University Press.
  • Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Connecticut: Creative Learning Press.
  • Renzulli, J.S. (1982). Myth: The gifted constitute 3-5% of the population. Gifted Child Quarterly, 26(1), 11-14.
  • Sharp, J.G., Bower, R. & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education 23(3), 293-314.
  • Smithers, A. & Robinson, P. (2012). Educating the highly able. University of Buckingham: Centre for Education and Employment Research. Retrieved September 26, 2015 from http://www.suttontrust.com/researcharchive/educating-the-highly-able-2/
  • Stevens, A. (1980). Clever children in comprehensive schools. London: Harper and Row.
  • Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectives. New York: MacMillan.
  • Terman, L.M. (1925-9). Genetic studies of genius, Vols. 1-4. Stanford, CA: Stanford University Press.
  • University of Warwick (2008) Welcome to IGGY. Retrieved October 8, 2008, from http://www2.warwick.ac.uk/study/iggy
  • Wallace, B. (2000). Able and talented learners from socio-economically disadvantaged communities. In M.J Stopper (Ed.), Meeting the social and emotional needs of gifted and talented children (pp.99-118). London: David Fulton.
  • Weeks, A. (1986). Comprehensive schools: Past, present and future. London: Methuen.
  • Whybra, J. (2000). Extension and enrichment programmes: ‘A place I could fit in’. In M.J. Stopper (Ed.), Meeting the social and emotional needs of gifted and talented children (pp.37-49). London: David Fulton.
  • Young Gifted and Talented (2008a). Extra cash and more summer schools for gifted and talented pupils. Media release. Retrieved July 28, 2008, from http://ygt.dcsf.gov.uk/Content.aspx?contentId=1034&contentType=1
  • Young Gifted and Talented (2008b). The national programme for gifted and talented education. Retrieved September 3, 2008, from http://www.dcsf.gov.uk/ygt
  • Young Gifted and Talented (2008c). National register annual report 2008. Retrieved September 20, 2008, from http://www.ygt.dcsf.gov.uk/FileLinks942_National%20Register%20Annual%20Report%202008.pdf
Yıl 2015, Cilt: 3 Sayı: 2, 51 - 64, 06.12.2015

Öz

Kaynakça

  • Broadfoot, P., Osborn, M., Planel, C. & Sharpe, K. (2000). Promoting quality in learning: Does England have the answer? London: Cassell.
  • Campbell, R.J., Eyre, D., Muijs, R.D., Neelands, J.G.A. & Robinson, W. (2004). The English model of gifted and talented education: Policy, context and challenges. Occasional Paper 1. University of Warwick: National Academy of Gifted and Talented Youth.
  • Campbell, R.J., Muijs, R.D., Neelands, J.G.A., Robinson, W., Eyre, D. & Hewston, R. (2005). The social origins of students identified as gifted and talented in England: A geo-demographic analysis. Occasional Paper 8. University of Warwick: National Academy of Gifted and Talented Youth.
  • Campbell, R.J., Muijs, D., Mazzoli, L., Hewston, R., Needlands, J., Robinson, W. & Eyre, D. (2006) Engagement with school, identity and self-esteem: Some characteristics of gifted and talented students in England. Occasional Paper 11. University of Warwick: National Academy of Gifted and Talented Youth.
  • Central Advisory Council for Education (England) (1967). Children and their primary schools Vol.1: The report. London: HMSO. (The Plowden Report).
  • Clarke, C. (2004). Foreword. In Department for Education and Skills. Five-year strategy for children and learners. London: The Stationary Office, pp.3-5.
  • Cullen, M-A., Cullen, S. & Lindsay, G. (2005). The National Academy of Gifted and Talented Youth: Evaluation of the summer schools 2004. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S., Cullen, M-A. & Lindsay, G. (2005). The National Academy of Gifted and Talented Youth (NAGTY): Summer schools 2005: Seven case study strands. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S. & Lindsay, G. (2006). Summer schools 2005, follow-up report: The impact of the summer schools. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Cullen, S., Hartras, D., Cullen, M-A. & Lindsay, G. (2006). The National Academy of Gifted and Talented Youth (NAGTY): Evaluation of the summer schools 2005. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Department for Children, Schools and Families (2007). Classroom quality standards for gifted and talented education. Retrieved April 16, 2008, from http://ygt.dcsf.gov.uk/FileLinks/332_MainLink.doc
  • Department for Children, Schools and Families (2008a). Classroom quality standards for gifted and talented education: English. Retrieved October 10, 2008, from http://www.standards.dfes.gov.uk/secondary/keystage3/downloads/ws_gt_cqsenglish_00098.pdf
  • Department for Children, Schools and Families (2008b). Classroom quality standards for gifted and talented education: Science. Retrieved October 10, 2008, from http://www.standards.dfes.gov.uk/secondary/keystage3/downloads/ws_gt_cqsscience_00098.pdf
  • Department for Education and Employment (1997). Excellence in schools. London: The Stationery Office.
  • Department for Education and Employment (1998). The national literacy strategy: Framework for teaching. London: Department for Education and Employment.
  • Department for Education and Employment (1999a). Extending opportunity: A national framework for study support. London: Department for Education and Employment.
  • Department for Education and Employment (1999b). The national numeracy strategy: framework for teaching. London: Department for Education and Employment.
  • Department for Education and Skills (2003). Excellence and enjoyment: A strategy for primary schools. London: Department for Education and Skills.
  • Dracup, T. (2002). Overview of the national strategy for gifted and talented education. Unpublished presentation to National Conference on Gifted and Talented Education, NEC Birmingham, November 12-13, 2002. Department for Education and Skills.
  • Dracup, T. (2003). An outline of England’s strategy for gifted and talented education. Gifted Education International, 17(2), 112-119.
  • Dracup, T. (2008). England’s national programme for gifted and talented education: plans and reforms for 2007-2010. Retrieved September 2, 2008, from http://ygt.dcsf.gov.uk/FileLinks/906_world_conference.doc. Report drawn from paper to World Council for Gifted and Talented Children, 17th Biennial Conference, August 5-10 2007, University of Warwick.
  • Eyre, D. (1997). Able children in ordinary schools. London: David Fulton.
  • Eyre, D. (2004) Gifted education: The English model. University of Warwick: National Academy of Gifted and Talented Youth.
  • Eyre, D. & Fuller, M. (1993). Year 6 teachers and more able pupils. Oxford: Oxfordshire County Council and National Primary Centre.
  • Fletcher-Campbell, F. (2003). The gifted and talented: Who are they and does it matter who they are? Topic, Issue 30, Autumn, 1-5.
  • Freeman, J. (1998). Educating the very able: Current international research. London: Office for Standards in Education.
  • Freeman, J. (2001). Gifted children grown up. London: David Fulton.
  • Frost, P. (2005). The CTY summer school model: Evolvement, adaptation and extrapolation at the National Academy for Gifted and Talented Youth (England). High Ability Studies, 16(1) 137-53.
  • Gagné, F. (1985). Giftedness and talent: Re-examining a re-examination of the definitions. Gifted Child Quarterly, 29(3), 103-12.
  • Gunter, H.M. & McGinity, R. (2014) The politics of the Academies Programme: Natality and pluralism in education policy-making. Research Papers in Education, 29(3), 300-314.
  • Hart, S., Dixon, A., Drummond, A.J. & McIntyre, D. (2004). Learning without limits. Maidenhead: Open University Press.
  • Hartras, D., Cullen, M-A. & Lindsay, G. (2003). The National Academy of Gifted and Talented Youth: evaluation of the summer school 2003. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Her Majesty’s Government (2005). Higher standards, better schools for all: More choice for parents and pupils. London: HMSO.
  • House of Commons Education and Employment Committee (1999a). Highly able children: Volume 1 Report and proceedings of the committee. London: The Stationery Office.
  • House of Commons Education and Employment Committee (1999b). Highly able children: Volume II Minutes of evidence and appendices. London: The Stationery Office.
  • Judge, H. (2006). The road not taken: Deconstructing the 1960s, the formative decade. In M. Hewlett, R. Pring & M. Tulloch (Eds.), Comprehensive education: Evolution, achievement and new directions (pp.43-49). University of Northampton, UK.
  • Kennard, R. (2002). Mathematics. In D. Eyre & H. Lowe (Eds.), Curriculum provision for the gifted and talented in the secondary school (pp.42-58). London: David Fulton.
  • Koshy, V. & Pinheiro-Torres, C. (2013) ‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England. British Educational Research Journal 39(6), 953-978.
  • Lambert, M. (2006). Evaluation of ‘Advanced Learning Centres’ for gifted and talented pupils. Research Report 742. London: Department for Education and Skills.
  • Lambert, M. (2010) ‘Gifted and talented’: a label too far? Forum: for promoting 3-19 comprehensive education, 52(1), 99-105.
  • Lindsay, G., Muijs, D., Hartras, D. & Phillips, E. (2002). National Academy for Gifted and Talented Youth: Evaluation of the first talent search and summer school. University of Warwick: Centre for Educational Development, Appraisal and Research (CEDAR).
  • Matty, P. & Taylor, H. (2004). Tracking the achievements of pupils who attended Advanced Maths Centres in Birmingham and Sandwell 1997-2002. Unpublished report for the National Primary Trust, Birmingham.
  • Morris, E. (2002). Excellence across sectors. Keynote speech 16 May 2002. Retrieved July 12, 2006, from http://www.dfes.gov.uk/speeches/media/documents/excellenceacrosssectors.doc?s=457d6ff728218608035dcd8e2c524d80
  • National Academy for Gifted and Talented Youth (2006a). Annual report 2005-06. University of Warwick: National Academy for Gifted and Talented Youth.
  • National Academy for Gifted and Talented Youth (2006b). National gifted kids Academy gains 100,000th member - even Wembley Stadium couldn't hold full membership. Media release, issued 11 July 2006. Retrieved November 30, 2006, from http://www2.warwick.ac.uk/newsandevents/pressreleases/NE10000002145/
  • National Academy for Gifted and Talented Youth (2006c). Student Academy: Common questions. Retrieved December 3, 2006, from http://www.nagty.ac.uk/student_academy/questions.aspx
  • National Academy for Gifted and Talented Youth (2006d). Summer schools. Retrieved December 5, 2006, from http://www.nagty.ac.uk/student_academy/summer_schools
  • National Quality Standards in Gifted and Talented Education (2006). Retrieved December 2, 2006, from http://www.standards.dfes.gov.uk/giftedandtalented/downloads/word/qstrial.doc. Now available at http://webarchive.nationalarchives.gov.uk/20110809091832/http://www.teachingandlearningresources.org.uk/whole-school/gifted-and-talented
  • National Primary Trust (c2001). Advanced Learning Centres: Learning enrichment programmes for able pupils. Birmingham: National Primary Trust.
  • National Primary Trust (2002). Advanced Maths Centres: Guidelines. Birmingham: National Primary Trust.
  • Office for Standards in Education (1999). Inspecting schools: The framework. London: Office for Standards in Education.
  • Office for Standards in Education (2001). Providing for gifted and talented pupils: An evaluation of Excellence in Cities and other grant-funded programmes. London: Office for Standards in Education.
  • Office for Standards in Education (2009) Gifted and talented pupils in schools. Retrieved September 26, 2015, from http://webarchive.nationalarchives.gov.uk/20141124154759/http://www.ofsted.gov.uk/resources/gifted-and-talented-pupils-schools
  • Office for Standards in Education (2013) The most able students: Are they doing as well as they should in our non-selective secondary schools? Retrieved September 26, 2015, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/405518/The_most_able_students.pdf
  • Porter, L. (1999). Gifted young children: A guide for teachers and parents. Buckingham: Open University Press.
  • Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Connecticut: Creative Learning Press.
  • Renzulli, J.S. (1982). Myth: The gifted constitute 3-5% of the population. Gifted Child Quarterly, 26(1), 11-14.
  • Sharp, J.G., Bower, R. & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education 23(3), 293-314.
  • Smithers, A. & Robinson, P. (2012). Educating the highly able. University of Buckingham: Centre for Education and Employment Research. Retrieved September 26, 2015 from http://www.suttontrust.com/researcharchive/educating-the-highly-able-2/
  • Stevens, A. (1980). Clever children in comprehensive schools. London: Harper and Row.
  • Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectives. New York: MacMillan.
  • Terman, L.M. (1925-9). Genetic studies of genius, Vols. 1-4. Stanford, CA: Stanford University Press.
  • University of Warwick (2008) Welcome to IGGY. Retrieved October 8, 2008, from http://www2.warwick.ac.uk/study/iggy
  • Wallace, B. (2000). Able and talented learners from socio-economically disadvantaged communities. In M.J Stopper (Ed.), Meeting the social and emotional needs of gifted and talented children (pp.99-118). London: David Fulton.
  • Weeks, A. (1986). Comprehensive schools: Past, present and future. London: Methuen.
  • Whybra, J. (2000). Extension and enrichment programmes: ‘A place I could fit in’. In M.J. Stopper (Ed.), Meeting the social and emotional needs of gifted and talented children (pp.37-49). London: David Fulton.
  • Young Gifted and Talented (2008a). Extra cash and more summer schools for gifted and talented pupils. Media release. Retrieved July 28, 2008, from http://ygt.dcsf.gov.uk/Content.aspx?contentId=1034&contentType=1
  • Young Gifted and Talented (2008b). The national programme for gifted and talented education. Retrieved September 3, 2008, from http://www.dcsf.gov.uk/ygt
  • Young Gifted and Talented (2008c). National register annual report 2008. Retrieved September 20, 2008, from http://www.ygt.dcsf.gov.uk/FileLinks942_National%20Register%20Annual%20Report%202008.pdf
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Gifted Education
Yazarlar

Mike Lambert Bu kişi benim

Yayımlanma Tarihi 6 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 3 Sayı: 2

Kaynak Göster

APA Lambert, M. (2015). Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008. Journal for the Education of Gifted Young Scientists, 3(2), 51-64.
AMA Lambert M. Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008. JEGYS. Aralık 2015;3(2):51-64.
Chicago Lambert, Mike. “Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008”. Journal for the Education of Gifted Young Scientists 3, sy. 2 (Aralık 2015): 51-64.
EndNote Lambert M (01 Aralık 2015) Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008. Journal for the Education of Gifted Young Scientists 3 2 51–64.
IEEE M. Lambert, “Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008”, JEGYS, c. 3, sy. 2, ss. 51–64, 2015.
ISNAD Lambert, Mike. “Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008”. Journal for the Education of Gifted Young Scientists 3/2 (Aralık 2015), 51-64.
JAMA Lambert M. Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008. JEGYS. 2015;3:51–64.
MLA Lambert, Mike. “Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008”. Journal for the Education of Gifted Young Scientists, c. 3, sy. 2, 2015, ss. 51-64.
Vancouver Lambert M. Golden Age or Harmful Obsession? Policy and Practice of Gifted and Talented Education in England 1997-2008. JEGYS. 2015;3(2):51-64.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.