The Library

Identifying and selecting able students for the NAGTY summer school : emerging issues and future considerations

Tools

Hartas, Dimitra, 1966-, Lindsay, Geoff and Muijs, Daniel . (2008) Identifying and selecting able students for the NAGTY summer school : emerging issues and future considerations. High Ability Studies, Vol.19 (No.1). pp. 5-18. ISSN 1359-8139

Preview

PDF
WRAP_Hartas_Giftedpaper_2007.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (112Kb)

Official URL: http://dx.doi.org/10.1080/13598130801980265

Abstract

In recent years, there has been an increasing recognition that the educational needs of able students were not being adequately met in British schools resulting in a series of governmental educational initiatives aiming at improving the education of able students. The establishment of the National Academy for Gifted and Talented Youth (NAGTY) at the University of Warwick was a development aimed at enhancing able students' educational provision. An evaluation of the first summer school, established under the auspices of NAGTY, took place to address issues of identifying and selecting able students, exploring the relative value of different sources of evidence for determining eligibility, and looking at the overall effectiveness of the selection process. Qualitative methods (i.e., interviews, observations, document analysis) were employed to collect data on the process of identifying and selecting able students. The evaluation yielded interesting results with regard to the criteria/eligibility for selection, decisions about what counts as evidence of giftedness and its relative value.

Item Type:	Journal Article
Subjects:	L Education > LC Special aspects of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH):	National Academy for Gifted and Talented Youth (Great Britain), Gifted children -- Education -- England, Gifted children -- Identification, Vacation schools
Journal or Publication Title:	High Ability Studies
Publisher:	Routledge
ISSN:	1359-8139
Official Date:	June 2008
Volume:	Vol.19
Number:	No.1
Number of Pages:	14
Page Range:	pp. 5-18
Identification Number:	10.1080/13598130801980265
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
References:	Benbow, C. P. (1992). Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? Journal of Educational Psychology, 84, 51-61 Black, P. (2001). Dreams, strategies and systems. Portraits of assessment past, present and future. Assessment in Education, 8(1), 30-47. Cropley, A. (1997). Creativity: a bundle of paradoxes. Gifted and Talented International, 12(1), 8-14. Davis, G. A., & Rimm, S. B. (1998). Education of the Gifted and Talented (4th edition). Boston, MA: Allyn & Bacon. Department for Education and Employment (1997). Excellence in Schools. London: DfEE. Department for Education and Skills (2001). Schools Achieving Success. London: HMSO. Eyre, D. (1997). Teaching able pupils. Support for Learning, 12 (2), 60-65. Freeman, J. (1999). Educating the Very Able: Current International Research. Ofsted Reviews of Research. London: HMSO. Gardner, H. (April, 2003). Multiple Intelligences after 20 Years. Presentation delivered at the Annual Meeting of the American Educational Research Association. Chicago: Illinois. Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitatve Research. Chicago: Aldine. Marjoram, T. (1997). More able learners: A worm's eye view of the last 25 years. Support for Learning, 12 (2), 51-53. Montgomery, D. (1996). Educating the Able. London: Cassell. Naglieri,J., and Ford,D. 2003). Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, Vol. 47, No. 2, 155-160. Nord Anglia Research Project (2001). An evaluation of the Gifted & Talented Strand of Excellence in Cities during its pilot year (1999 – 2000). London: DfES Ofsted (2001a) Standards and Quality in Education 1999-2000: The Annual Report of HMCI Schools. London: HMSO. Olszewski-Kubilius P., and Grant, B. (1996). Academically talented women and mathematics: The role of special programs and support from others in acceleration, achievement and aspiration. In K. D. Noble and R. F. Subotnik (Eds.), Remarkable Women: Perspectives on Female Talent Development (pp 281-294). Cresskill, NJ: Hampton Press. Porter, L. (1999). Gifted Young Children: A guide for teachers and parents. Buckingham: Open University Press. Power, S., Whitty, G., Edwards, T., and Wigfall, V. (2003). Education and the Middle Class, Buckingham: Open University Press. Silverman, L. K., & Maxwell, E. (1996). Characteristics of Giftedness Scale. Gifted Development Centre, Denver: Colorado. Stanley, J.C., Keating, D.P., Fox, F.H. (1974). Mathematical Talent: Discovery, Description and Development. Baltimore MA: The Johns Hopkins University Press. Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge: Cambridge University Press. Sternberg, R. J. & Lubart, T. I., (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
URI:	http://wrap.warwick.ac.uk/id/eprint/572