An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education?
2012 ◽
Vol 29
(2)
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pp. 108-124
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Keyword(s):
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.
2017 ◽
Vol 225
(3)
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pp. 189-199
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2008 ◽
Vol 39
(6)
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pp. 652-657
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1997 ◽
Vol 48
(11)
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pp. 1045-1056
Keyword(s):
Keyword(s):