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The Gifted and Talented in Primary Education

References

  • Bloom, B.S. (1956) Taxonomy of Educational Objectives, Boston, MA: Allyn and Bacon
  • Bloom, B.S. (1985) Developing Talent in Young People, New York: Ballantine
  • www.brookes.ac.uk ‘Excellence initiative’ website accessible to all (student teachers may access the Excellence in Cities website at http://fcis.brookes.ac.uk if they are visiting an EiC school whose staff can supply them with a username and password; otherwise, www.standards.dfes.gov.uk/excellence/gift)
  • Clark, B. (1979) Growing up Gifted, Columbus: Charles E. Merrill
  • Dean, G. (1999) The National Literacy Strategy: Supporting and challenging more able pupils in the literacy hour, Cambridge: Cambridgeshire Advisory Service
  • Dean, G. (2001) Challenging the Able Language User, 2nd edition, London: NACE/David Fulton
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  • Denton, C. and Postlethwaite, K. (1985) Able Children: Identifying them in the classroom, Windsor: NFER-Nelson
  • Department of Education, Victoria (1996) Bright Futures: Resource Book – Education of Gifted Students, State of Victoria: Department of Education
  • Dewsbury, A., Education Department of Western Australia (1999) First Steps NLS Edition: A Practical Introduction to First Steps: Assessment, teaching and learning, Oxford: Ginn Heinemann Professional Development
  • DfEE (1998) Extending Opportunity: A national framework for study support, Sudbury: DfEE
  • DfEE (1998) The National Literacy Strategy: Framework for teaching, Sudbury: DfEE, ref: NLFT
  • DfEE (November 1998) Homework: Guidelines for primary and secondary schools, Sudbury: DfEE, ref: PP47D2/599/53
  • DfEE/QCA (1999) The National Curriculum for England: English Key Stages 14, London: The Stationery Office; also available at www.nc.uk.net
  • DfEE (2000) National Literacy and Numeracy Strategies: Guidance on teaching able children, London: National Literacy and Numeracy Strategies, ref: LNGT, www.dfes.standards.gov.uk/primary/publications/inclusion/63377_nlns_ableguidancenlgt/pdf
  • DfEE (2000) National Literacy and Numeracy Strategies: Guidance on teaching able children, London: National Literacy and Numeracy Strategies, ref: LNGT; www.standards.dfes.gov.uk/primary/publications/inclusion/63377/nlns_lngt.pdf
  • DfEE (2001) Key Stage 3 National Strategy – Framework for Teaching English: Years 7, 8 and 9, London: DfEE, ref: DfEE 0019/2001
  • DfES (2003) Excellence and Enjoyment: A strategy for primary schools, Nottingham: DfES, ref: DfES/0377/2003
  • DfES (2005) The Effects of Pupil Grouping: Literature review, www.dfes.gov.uk/research
  • www.dfes.gov.uk (2005) Qualifying to Teach – Professional Standards for Qualified Teacher Status and the Requirements for Initial Teacher Training (downloadable version for initial teacher trainers)
  • DfES (October 2005) Higher Standards, Better Schools for All: More choice for parents and pupils, White Paper, London: DfES; www.dfes.gov.uk/publications/schoolswhitepaper
  • www.dfes.gov.uk (2005) Higher Standards, Better Schools for All: More choice for parents and pupils, White Paper (downloadable)
  • Eyre, D. (1997) Able Children in Ordinary Schools, London: David Fulton
  • Dillon, J.T. (1988) Questioning and Teaching: A manual of practice, London: Croom Helm
  • Dillon, J.T. (1994) Using Discussion in Classrooms, Buckingham: Open University Press
  • Education Extra (1998) Succeeding at Study Support: An evaluation of 12 model projects in primary and secondary schools, London: Education Extra
  • Eyre, D. (1997) Able Children in Ordinary Schools, London: David Fulton
  • Eyre, D. and McClure, L., eds. (2001) Curriculum Provision for the Gifted and Talented in the Primary School: English, maths, science and ICT, London: NACE/David Fulton
  • Feuerstein,R. (1980) Instrumental Enrichment: An Intervention Program for Cognitive Modifiability, Baltimore, MD: University Park Press
  • Fisher, R. (1990) Teaching Children to Think, Cheltenham: Stanley Thornes
  • Fisher, R. (2003) Teaching Thinking: Philosophical Enquiry in the Classroom, 2nd edition, London: Continuum
  • Freeman, J. (1998) Educating the Very Able: Current International Research, London: OFSTED/The Stationery Office
  • Gagné, F. (October 1994) ‘Gifts and talents: the value of peer nominations’, keynote address, 4th International Conference of European Council for High Ability (ECHA), University of Nijmegen, The Netherlands
  • Gardner, H. (1993) Multiple Intelligences: The theory in practice, Oxford: Basic Books
  • Gardner, H. (2000) Intelligence Reframed, Oxford: Basic Books
  • Garnett, S. (2002) Accelerated Learning in the Literacy Hour (books for Years 3-6), Corsham: Hopscotch Educational Publishing
  • Hallam, S. and Ireson, J. (2001) Ability Grouping in Education, London: Paul Chapman Publishing
  • Hallam, S. (2002) Ability Grouping in Schools: A literature review, in Perspectives in Education Policy Series, London: Institute of Education, University of London
  • Harlen, W. and Malcolm, H. (1997) Setting and streaming: A research review, London: SCRE
  • HM Government/DfES (2004) Every Child Matters: Change for children, Nottingham: DfES, ref: DfES/1081, 1088, 1109 and 1110/2004; also at www.dfes.gov.uk
  • Hopkins, D. (Spring 2005) ‘Personalised Learning: Supporting Excellence in Schools: Towards a New Pedagogy’, in NACE (National Association for Able Children in Education) Newsletter Issue no. 65 pp.6-7, Oxford: NACE
  • House of Commons Education and Employment Committee (1999) Third Report: Highly Able Children vol. 1, London: HMSO
  • Hughes, M. (1999) Closing the Learning Gap, Stafford: Network Educational Press
  • Iley, P. (2005) Using Literacy to Develop Thinking Skills with Children Aged 57, London: NACE/David Fulton
  • Iley, P. (2005) Using Literacy to Develop Thinking Skills with Children Aged 711, London: NACE/David Fulton
  • Jeffers, M. and Hancock, T. (2004) Thinking Skills: A teacher’s guide, Corsham: Hopscotch Educational Publishing
  • Jones, R. and Wyse, D. (2004) Creativity in the Primary Curriculum, London: David Fulton
  • Krathwohl, D., Masia, B. B. and Bloom, B. S. (1965) Affective Domain: The classification of educational goals (Taxonomy of Educational Objectives), Harlow: Longman Schools Division
  • Kulik, J.A. and Kulik, C-L. (1987) ‘Effects of Ability Grouping on Student Achievement’, in Equity and Excellence 23, 1–2: 22–30
  • Lee, J. and Kroll, P. (1995) ‘Streaming and Subject Specialism at KS2: A survey in two local authorities’, in Educational Studies, 21 (2), 155–65
  • Lipman, M. (1987) Philosophy for Children, Philadelphia: Temple University Press
  • Lipman, M. (1991) Thinking in Education, Cambridge: Cambridge University Press
  • McGuinness, C. (1999) From Thinking Skills to Thinking Classrooms, Research Report no. 115, London: DfEE; also at www.dfes.gov.uk
  • McNamara, S. and Moreton, G. (1997) Understanding Differentiation: A teacher’s guide, London: David Fulton
  • Monks, F. J. (1992) ‘Development of Gifted Children: The issue of identification and programming’, in Monks, F.J. and Peters, W. (eds.) Talent for the Future, Assen/Maastricht: Van Gorcum
  • Montgomery, D. (1996) Educating the Able, London: Cassell
  • Morgan, N. and Saxton, J. (1991) Teaching, Questioning and Learning, London: Routledge
  • NAA (2004) Building a Picture of What Children Can Do, London: NAA
  • National Curriculum in Action (2004) Creativity, at www.ncaction.org.uk/creativity
  • OFSTED (December 2001) Providing for Gifted and Talented Pupils: An evaluation of Excellence in Cities and other grant-funded programmes, London: HMI, ref: HMI 334
  • www.ofsted.gov.uk (2004/5) English in Primary Schools (downloadable version; click on ‘Publications’→’Annual Report of HM Chief Inspector of Schools 2004/5’→’School Subject Reports’→’Primary Schools’→’English’)
  • OFSTED October 2005) English 2000-05: A review of inspection evidence, London: HMI; ref: HMI 2351
  • Ogilvie, E. (1973) Gifted Children in Primary Schools, London: Macmillan
  • Pemberton, L. and Davidson, N. with guidance from Dewsbury, A., Education Department of Western Australia (1999) First Steps NLS Edition: How to Assess Children’s Literacy: Literacy developmental continuum, Oxford: Ginn Heinemann Professional Development
  • Porter, L. (2006) Gifted Young Children: A guide for teachers and parents, Milton Keynes: Open University Press
  • Primary National Strategy/DfES (2004a) ‘Enquiry’, ‘Problem solving’, ‘Creative thinking’, ’Information processing’, ‘Reasoning’, ‘Evaluation’, ‘Self-awareness’, ‘Managing feelings’, ‘Empathy’ and ‘Social skills’, in Excellence and Enjoyment: learning and teaching in the primary years: Learning to learn: progression in key aspects of learning, Norwich: HMSO, ref: DfES 0524-2004 G
  • Primary National Strategy/DfES (2004b) Excellence and Enjoyment: learning and teaching in the primary years: Classroom community, collaborative and personalised learning, Norwich: HMSO, ref: DfES 0522-2004
  • QCA (1998) Maintaining Breadth and Balance at Key Stages 1 and 2, Hayes: QCA, ref: QCA/98/190
  • QCA (2001) Working with Gifted and Talented Children: Key stages 1 and 2, English and mathematics, Handbook p.6, Sudbury: QCA, ref: QCA/01/801
  • QCA (2004) Creativity: Find it, promote it – promoting pupils’ creative thinking and behaviour across the curriculum at key stages 1, 2 and 3, Sudbury: QCA, ref: QCA/04/1292
  • Renzulli, J.S. (1977) The Triad Enrichment Model: A guide for developing defensible programs for the gifted and talented, Mansfield Center, CN: Creative Learning Press
  • Smith, A. (1998) Accelerated Learning in Practice: Brain-based methods for accelerating motivation and achievement, in Accelerated Learning Series, Stafford: Network Educational Press
  • Smith, A., Lovatt, M. and Wise, D. (2005) Accelerated Learning: A user’s guide, London: Crown House Publishing
  • Smith, C. (2006) Teaching Gifted and Talented Pupils in the Primary School: A practical guide, London: Paul Chapman Publishing
  • www.spring-project.org.uk, website documenting large-scale research into how KS2 children can work in groups most effectively; Improving the Effectiveness of Pupil Groups in Classrooms, publication available through website
  • Sternberg, R. J. (1985) Beyond IQ. A triarchic theory of human intelligence, Cambridge: Cambridge University Press
  • Sternberg, R. J. (1997) Thinking Styles, Cambridge: Cambridge University Press
  • Sukhnandan, L. and Lee, B. (1998) Streaming, Setting and Grouping by Ability: A review of the literature, Slough: NFER
  • Sutherland, M. (2006) Gifted and Talented in the Early Years: Practical activities for children aged 3 to 5, London: Paul Chapman Publishing
  • TDA (2006) Draft document Qualifying to Teach – Professional Standards for Qualified Teacher Status and the Requirements for Initial Teacher Training, London: TDA
  • www.tda.gov.uk Draft available online Qualifying to Teach – Professional Standards for Qualified Teacher Status and the Requirements for Initial Teacher Training (downloadable version for initial teacher trainers)
  • Teare, J.B. (1997) Effective Provision for Able and Talented Children, Stafford: Network Educational Press
  • Terman, L. M. (1925) Genetic Studies of Genius. Volume I: Mental and physical traits of a thousand gifted children, Stanford, CA: Stanford University Press
  • Wallace, B. (2001) Teaching Thinking Skills Across the Primary Curriculum, London: NACE/David Fulton
  • Wallace, B., ed. (2002) Teaching Thinking Skills Across the Early Years, London: NACE/David Fulton
  • Wallace, B. and Bentley, R., eds. (2002) Teaching Thinking Skills Across the Middle Years, London: NACE/David Fulton
  • Wallace, B., Maker, J., Cave, D. and Chandler, S. (2004) Thinking Skills and Problem-Solving: An inclusive approach, London: NACE/David Fulton
  • Weston, P., Taylor, M., Lewis, G. and MacDonald, A. (1998) Learning from Differentiation: A review of practice in primary and secondary schools, Slough: NFER
  • www.teachthinking.com and accompanying magazine, Teaching Think!ng & Creativity, Birmingham: Imaginative Minds Ltd

Previous page

Contents

  1. Who are ‘the G & T’? The Issues around Definition
  2. Where to Start? The Issues around Identification
  3. How to Organise the G & T for Learning and Teaching? Selection vs. Inclusion
  4. Which Approach/es to Provision? The Various Pedagogies of ‘Challenge’
  5. What Expertise is Needed about Ability? Generic vs. Subject-specific Progression
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