ERIC Number: EJ1007375
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reference Count: 68
An Act of GRACE? What Do Contemporary Understandings in Psychology Have to Contribute to the Future of Gifted Education?
Hymer, Barry J.
Gifted Education International, v29 n2 p108-124 May 2013
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. (Contains 1 table and 8 notes.)
Descriptors: Partnerships in Education, Constructivism (Learning), Academically Gifted, Evidence, Models, Creativity
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A