01873cam a2200301 a 450000100090000000300040000900500170001300800410003001000170007102000390008802000060012703500240013303500210015704000590017805000220023708200190025910000180027824501120029626000690040830000340047750400660051150507970057765000320137465000420140670000210144870000210146985600810149015308054OSt20190906145254.0080528s2009    enka     b    001 0 eng    a  2008022822  a9780470725399 (cloth : alk. paper)  a   a(OCoLC)ocn213446540  a(OCoLC)213446540  aDLCcDLCdBTCTAdBAKERdYDXCPdC#PdBWXdCDXdBWKdDLC00aLC3993b.H96 200900a371.95 HYN2221 aHymer, Barry.10aGifts, talents and education :ba living theory approach /cBarry Hymer, Jack Whitehead and Marie Huxtable.  aChichester, West Sussex ;aMalden, MA :bWiley-Blackwell,c2009.  axii, 182 p. :bill. ;c24 cm.  aIncludes bibliographical references (p. [167]-178) and index.  aAbout the Authors. About the Contributors. Introduction 1. What's implicit in 20th century notions of giftedness? Why are these notions unfit for purpose in the 21st century? 2. Beyond definitions and identification - a generative-transformational framework for gift creation. 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? 4. Beyond identification - the teacher's role in creating gifts. Teachers and students as committed co-enquirers, researching their own lives. 5. "I consider implications for future practice:" How can I continue to influence my own learning, the learning of others, and the schools and learning communities of which I am part? Appendix. References. Index. 0aGifted childrenxEducation. 0aGifted childrenxEducationxResearch.1 aWhitehead, Jack.1 aHuxtable, Marie.413Table of contents onlyuhttp://www.loc.gov/catdir/toc/fy0903/2008022822.html