ERIC Number: EJ959616
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 71
The Landscape of Gifted and Talented Education in England and Wales: How Are Teachers Implementing Policy?
Koshy, Valsa; Pinheiro-Torres, Catrin; Portman-Smith, Carole
Research Papers in Education, v27 n2 p167-186 2012
This paper explores the evidence relating to how primary schools are responding to the "gifted and talented" initiative in England and Wales. A questionnaire survey which invited both closed and open-ended responses was carried out with a national sample of primary schools. The survey indicated an increasing proportion of coordinators, compared with a survey carried out in 1996, were identifying their gifted and talented children as well as having associated school policies. However, the survey also highlighted a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject-specific criteria provided by the UK's Curriculum Authority for identification and provision have been largely ignored. The process of identifying children to be placed on the "gifted and talented" register seems haphazard and based on pragmatic reasons. Analysis of teachers' responses also revealed a range of views and theoretical positioning held by them, which have implications for classroom practice. As the "gifted and talented" initiative in the UK is entering a second decade, and yet more significant changes in policy are introduced, pertinent questions need to be raised and given consideration.
Descriptors: Gifted, Talent, Educational Change, Foreign Countries, Educational Opportunities, Elementary Schools, Questionnaires, Identification, Standards, Educational Quality, Teacher Attitudes, Classroom Techniques, Educational Policy
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)