Ten Years of Provision for the Gifted in Oxfordshire Ordinary Schools
Insights into Policy and Practice
Bibliographic Data
| ID | 15413135 |
|---|---|
| Authors | Deborah Eyre (Westminster College - Pennsylvania, corresponding author) |
| Year | 1999 |
| Volume | 14 |
| Issue | 1 |
| Pages | 12-20 |
| Publication date | 1999-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.1999.11672901 |
| OpenAlex | W2567327068 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
Policy makers, whose role it is to ensure good provision for gifted children in their schools, have two issues to address. Firstly they must identify appropriate policy for their schools, and secondly they must find ways to ensure that the policy is implemented effectively. This paper is a discussion of the development work which was undertaken in Oxfordshire LEA (United Kingdom) between 1987 and 1997. The approach adopted was innovative and built around the belief that the most effective way to ensure that policy is reflected in practice is to make teachers the pivotal aspect of the policy. The approach to teaching the gifted which was adopted placed provision primarily within the ordinary classroom, and therefore, providing for the gifted became a feature of the work of all teachers, with all the resultant training implications
Mathematics education · Pedagogy · Policy analysis · Political science · Public relations · Sociology · Work (physics · Education, Achievement, and Giftedness · Engineering · Psychology · Public Administration · School Choice and Performance · Teacher Professional Development and Motivation
| Citations per year | 0.04 |
|---|---|
| Citation span | 2002 - 2002 (1) |
| Highly cited | No |