LEADER 05278nam 2200697 a 450 001 9910809924503321 005 20200520144314.0 010 $a1-283-20351-0 010 $a9786613203519 010 $a0-470-71569-3 010 $a0-470-71568-5 035 $a(CKB)1000000000553134 035 $a(EBL)366853 035 $a(OCoLC)437234443 035 $a(SSID)ssj0000162913 035 $a(PQKBManifestationID)11154932 035 $a(PQKBTitleCode)TC0000162913 035 $a(PQKBWorkID)10124055 035 $a(PQKB)11052314 035 $a(MiAaPQ)EBC366853 035 $a(Au-PeEL)EBL366853 035 $a(CaPaEBR)ebr10346307 035 $a(CaONFJC)MIL320351 035 $a(OCoLC)213446540 035 $a(FINmELB)ELB179305 035 $a(EXLCZ)991000000000553134 100 $a20080528d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGifts, talents and education $ea living theory approach /$fBarry Hymer, Jack Whitehead and Marie Huxtable 205 $a1st ed. 210 $aChichester, West Sussex ;$aMalden, MA $cWiley-Blackwell$d2009 215 $a1 online resource (196 p.) 300 $aDescription based upon print version of record. 311 $a0-470-72539-7 320 $aIncludes bibliographical references (p. [167]-178) and index. 327 $aGifts, Talents and Education a Living Theory Approach; CONTENTS; ABOUT THE AUTHORS; ABOUT THE CONTRIBUTORS; INTRODUCTION; CHAPTER 1: WHAT'S IMPLICIT IN 20TH CENTURY NOTIONS OF GIFTEDNESS? WHY ARE THESE NOTIONS UNFIT FOR PURPOSE IN THE 21ST CENTURY?; CHAPTER 2: BEYOND DEFINITIONS AND IDENTIFICATION - A GENERATIVE-TRANSFORMATIONAL FRAMEWORK FOR GIFT CREATION; GENERATIVE-TRANSFORMATIONAL (G-T ); CONTRADICTORY/DIALECTICAL (C); RELATIONAL (RE); ACTIVITY-ORIENTED (A); TEMPORAL/SOCIAL (TE) 327 $aCHAPTER 3: GIFTEDNESS AS A LIVING CONCEPT: WHAT IS A LIVING THEORY APPROACH TO ACTION RESEARCH AND HOW CAN IT CONTRIBUTE TO GIFT CREATION THROUGH STUDENT-LED ENQUIRY?ACTION PLANNING IN CREATING YOUR LIVING EDUCATIONAL THEORY: EXPLORING THE IMPLICATIONS OF ASKING, RESEARCHING AND ANSWERING 'HOW DO I IMPROVE WHAT I AM DOING?'; Margaret Cahill (2007) My Living Educational Theory of Inclusional Practice. http://www.jeanmcniff.com/margaretcahill/index.html 327 $aMairin M. Glenn (2006) Working with Collaborative Projects: My Living Theory of a Holistic Educational Practice. http://www.jeanmcniff.com/glennabstract.htmlMary Roche (2007) Towards a Living Theory of Caring Pedagogy: Interrogating My Practice to Nurture a Critical, Emancipatory and Just Community of Enquiry. http://www.jeanmcniff.com/MaryRoche/index.html; Bernie Sullivan (2006) A Living Theory of a Practice of Social Justice: Realising the Right of Traveller Children to Educational Equality. http://www.jeanmcniff.com/bernieabstract.html 327 $aMargaret Follows (2006) Looking for a Fairer Assessment of Children's Learning, Development and Attainment in the Infant Years: an Educational Action Research Case Study. http://www.jackwhitehead.com/followsphd/followsphd7livth.pdfSwaroop Rawal (2006) The Role of Drama in Enhancing Life Skills in Children with Specific Learning Difficulties in a Mumbai School: My Reflective Account. Graduated from Coventry University in Collaboration with the University of Worcester. 327 $aMike Bosher (2001) How Can I as an Educator and Professional Development Manager Working with Teachers, Support and Enhance the Learning and Achievement of Pupils in a Whole School Improvement Process? http://www.actionresearch.net/bosher.shtmlJohn Loftus (1999) An Action Research Enquiry into the Marketing of an Established First School in Its Transition to Full Primary Status. http://www.actionresearch.net/loftus.shtml; Eleanor Lohr (2004) Love at Work: What Is My Lived Experience of Love, and How May I Become an Instrument of Love's Purpose? http://www.actionresearch.net/lohr.shtml 327 $aMadeline Church (2004) Creating an Uncompromised Place to Belong: Why Do I Find Myself in Networks? http://www.actionresearch.net/church.shtml 330 $aGifts, Talents and Education: A Living Theory Approach is a practical guide for teachers on how to help all their pupils to enhance their gifts and talents in the classroom. Examples reveal how teachers can transform the way education is understood in schools, by relating stories of how they learned about their own gifts and talents. The book explains recent key developments in multimedia representations of social and emotional aspects of learning. These permit the multi-sensory gifts and talents of individual learners to be recognised and developed within a process that enhances t 606 $aGifted children$xEducation 606 $aGifted children$xEducation$xResearch 615 0$aGifted children$xEducation. 615 0$aGifted children$xEducation$xResearch. 676 $a371.95 700 $aHymer$b Barry$0987521 701 $aWhitehead$b Jack$0855996 701 $aHuxtable$b Marie$01649278 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910809924503321 996 $aGifts, talents and education$93997933 997 $aUNINA