The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their challenging circumstances, whose effective strategies have enabled their more able pupils to thrive and achieve their full potential.
The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their challenging circumstances, whose effective strategies have enabled their more able pupils to thrive and achieve their full potential.
Belle Wallace works as a consultant on the Education of Gifted and Talented Pupils, both nationally and internationally. She is also Director of TASC International and immediate past president of NACE. Sue Leyden is an independent educational consultant and a chartered educational psychologist. Diane Montgomery is Emeritus Professor in Education at Middlesex University, London. She is a qualified teacher and chartered psychologist specialising in research on giftedness and learning difficulties. Carrie Winstanley currently works with undergraduate and postgraduate education students, specifically concerning inclusion and able children with specific learning needs. Michael Pomerantz is an Associate Tutor to the DEdCPsy Course (initial training for Educational Psychologists) and the EdD Programme (research training for practising EPs) at the University of Sheffield. He is also a Senior Educational Psychologist in Derbyshire. Sally Fitton is a Secondary School Improvement Adviser for Derbyshire local authority working in partnership with a range of schools in raising achievement.
Inhaltsangabe
Introduction Chapter 1 Raising the achievement of all pupils within an inclusive setting Chapter 2 Social and emotional needs of gifted and talented underachievers Chapter 3 Gifted and talented children with special educational needs - lifting underachievement in dual and multiple exceptionalities Chapter 4 Providing challenging opportunities in the classroom Chapter 5 Defining a research community Chapter 6 Organisational strategies: Leadership and curriculum provision Conclusion and personal reflection
Introduction Chapter 1 Raising the achievement of all pupils within an inclusive setting Chapter 2 Social and emotional needs of gifted and talented underachievers Chapter 3 Gifted and talented children with special educational needs - lifting underachievement in dual and multiple exceptionalities Chapter 4 Providing challenging opportunities in the classroom Chapter 5 Defining a research community Chapter 6 Organisational strategies: Leadership and curriculum provision Conclusion and personal reflection
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