Identification through Provision—just pleasant words or a force for change? A Curriculum of Opportunity—what does it begin to look like? The Culture of Blame-how can schools redress the balance? Authentic Learning-does it have a place in the National Curriculum? Educational Research-can it really help with provision? Renzulli's Enrichment Model-is it appropriate for underachievers?
Get full access to this article
View all access options for this article.
References
1.
AnvonJ. (1981) Schools as agencies of social legitimation. International Journal of Political Education, 4 (3): 195–218.
2.
BoalerJ. (1997) When even the winners are losers: evaluating the experiences of top set students. Curriculum studies, 29 (2), 165–182.
3.
BorlandJ. (1989) Planning and implementing programmes for the gifted. New York: Teacher College Press.
4.
ClarkC. (1997) Using action research to foster a creative response to teaching more able pupils. Cleveland, UK: CLEA
5.
CohenL.ManionL. (1994) Research methods in education. Routledge: 4th edition.
6.
ChyriwskyM. (7996) Able children. Flying High2, 32–36.
7.
DenscombeM. (1998) The good research guide for small-scale social research projects. Open University.
8.
Denton and Postlethwaite (1985) Identifying able children in the classroom. Windsor.
9.
DweckC. S. (1986) Motivational processes affecting learning. American Psychologist, 41 (10): 1040–48.
10.
GeorgeD. (1992) The challenge of the able child. London: David Fulton Ltd.
RenzulliJ. S. (1977) The Triad Enrichment Model: A guide for developing defensible programmes for the gifted and talented. Mansfield Centre, CN: Creative Learning Press.
14.
RenzulliJ. S. (1984) The Triad/revolving-door system: A research-based approach to identifying and programming for the gifted and talented. Gifted Child Quarterly, 28 (4), 163–171.
15.
RenzulliJ. S. (1999) What is this thing called gift-edness, and how do we develop it? A 25 year perspective. Journal for the education of the gifted, 23 (1), 3–54.
16.
RenzulliJ. S. (2000) Using enrichment clusters for performance based identification. Gifted Education International. Volume 15; 22–28.
17.
RobsonC. (1995) Real world research. Blackwell.
18.
SomekhB.PettigrewM. (1995) Evaluation and innovation. Educational research, Volume 6; 340.
19.
TilsleyP. (1995) The use of tests and test data in identification or recognition of high ability. Flying high, 43–50.
20.
WallaceB. (1983) Teaching and the very able child. London: Ward Lock Education Ltd.
21.
WeldingJ. (1998) The identification of able children in a comprehensive school: a study of the issues involved and the practical implications. Educating Able Children: Volume 2.
22.
WinterR. (1989) Learning from experience. Lewes: Falmer Press.
23.
DfEE (1997) Excellence in Schools. London, DfEE.
24.
DfEE (1998) From Targets to Action. London, DfEE.
25.
HMI (1992) The Education of Very Able Children in Maintained Schools. London: HMSO.
26.
OFSTED (1994) Improving schools. London: HMSO.
27.
OFSTED (1994) Exceptionally able children. London: HMSO.
28.
OFSTED (1995) Effective support for more able pupils. Speech to Berkshire schools by the director of inspection. Ofsted.
29.
House of Commons report (1999) Highly able children. Report of Education and Employment Committee. London: HMSO.
