Gifts, Talents and Educationguide for teachers on how to help all their pupils to enhance their gifts and talents in the classroom. Examples reveal how teachers can transform the way education is understood in schools, by relating stories of how they learned about their own gifts and talents. The book explains recent key developments in multimedia representations of social and emotional aspects of learning. These permit the multi-sensory gifts and talents of individual learners to be recognised and developed within a process that enhances the emotionally literate space of enquiring classrooms. Gifts, Talents and Education assumes a capability approach to human development which rests on enabling individuals to realise their gifts and talents within a co-created sense of the common good. The book offers values, skills and understanding as concepts that retain a direct connection with practice. The stories are grounded in the lives of practitioner researchers who show the lived meanings of these ideas as they are realised in practice, asking questions such as 'how do I improve what I am doing?' and 'how do I live my values more fully in practice?'.
Table of Contents
About the Authors ix
About the Contributors xi
1 What's Implicit in 20th Century Notions of 5
Giftedness? Why Are These Notions Unfit for
Purpose in the 21st Century?
2 Beyond Definitions and Identification a 39
Generative- Transformational Framework for Gift
Generative-Transformational (G-T) 45
Contradictory/Dialectical (C) 48
Relational (RE) 50
Activity-Oriented (A) 55
Temporal/Social (TE) 57
3 Giftedness as a Living Concept: What Is a 65
Living Theory Approach to Action Research and
How Can It Contribute to Gift Creation through
Action Planning in Creating Your Living 73
Educational Theory: Exploring the
Implications of Asking, Researching and
Answering 'How Do I Improve What I Am Doing?'
Margaret Cahill (2007) 81
My Living Educational Theory of Inclusional
Mairin M. Glenn (2006) 82
Working with Collaborative Projects: My
Living Theory of a Holistic Educational
Mary Roche (2007) 82
Towards a Living Theory of Caring Pedagogy:
Interrogating My Practice to Nurture a
Critical, Emancipatory and Just Community
Bernie Sullivan (2006) 83
A Living Theory of a Practice of Social
Justice: Realising the Right of Traveller
Children to Educational Equality.
Margaret Follows (2006) 84
Looking for a Fairer Assessment of
Children's Learning, Development and
Attainment in the Infant Years: an
Educational Action Research Case Study.
Swaroop Rawal (2006) 85
The Role of Drama in Enhancing Life Skills
in Children with Specific Learning
Difficulties in a Mumbai School: My
Reflective Account. Graduated from Coventry
University in Collaboration with the
University of Worcester.
Mike Bosher (2001) 86
How Can I as an Educator and Professional
Development Manager Working with Teachers,
Support and Enhance the Learning and
Achievement of Pupils in a Whole School
John Loftus (1999) 86
An Action Research Enquiry into the
Marketing of an Established First School in
Its Transition to Full Primary Status.
Eleanor Lohr (2004) 88
Love at Work: What Is My Lived Experience
of Love, and How May I Become an Instrument
of Love's Purpose?
Madeline Church (2004) 89
Creating an Uncompromised Place to Belong:
Why Do I Find Myself in Networks?
Marian Naidoo (2005) 89
I Am Because We Are (a Never Ending Story).
The Emergence of a Living Theory of
Inclusional and Responsive Practice.
Robyn Pound 90
How Can I Improve My Health Visiting
Support of Parenting? The Creation of an
Alongside Epistemology through Action
Margaret Farren (2005) 91
How Can I Create a Pedagogy of the Unique
through a Web of Betweenness?
Jacqueline Delong (2002) 92
How Can I Improve My Practice as a
Superintendent of Schools and Create My Own
Living Educational Theory?
4 Beyond Identification the Teacher's Role in 95
Creating Gifts: Teachers and Students as
Committed Co-enquirers, Researching Their Own
Recognising Learners as Creators of Knowledge 101
Bringing into Presence the Uniqueness of the 106
Educational Relationships and Responsibilities 110
Collecting Data of the Influence We Want to 113
Be Using Video
The Educator's Role in Supporting Children 115
and Young People Researching Their Own Lives,
Recognising Their Own Values and Living
Standards of Judgement
5 'I Consider Implications for Future 119
Practice': How Can I Continue to Influence My
Own Learning, the Learning of Others, and the
Schools and Learning Communities of Which I Am
How amongst the Impositions and Demands Can 128
We Recognise, Create and Maintain an
How Do We Know We Are Making a Difference and 135
Communicate That to Others Imbued with the
Traditional Social Science Perspectives?
How Can We Improve Our Educational Influence 140
in the Learning of Our Colleagues and the
Learning of Our School and Other Communities?
How Might We Contribute to Shaping 143
Educational Policy and Practice?
And in Conclusion 146