A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.

(2015) Embedded voices: building a non-learning culture within a learning enrichment programme. Gifted Education International, 31 (1). pp. 5-24.Downloaded from: http://insight.cumbria.ac.uk/1733/ Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. AbstractThe researchers examined transcripts of comments made and dialogues engaged in by children, teachers and student teaching assistants during a 10-week enrichment programme for gifted and talented children aged 7-9 years. Attempts were made to match these utterances with the p og a e s ai s a d aspi atio s as e p essed i a p o otio al do u e t. Little e ide e of at h was revealed, but considerable evidence did emerge of the extent to which dominant technicalrational discourses and practices permeate even privileged and non-state-sponsored educational e i o e ts, at the e pe se of hild e s lea i g. "uggestio s a e ade fo fo eg ou di g the processes of high quality pupil learning rather than the products of pupil performances in enrichment and extension programmes, and thereby for achieving greater congruence between this p og a e s a o ed ai s a d p a ti e.Bet ee the o eptio a d the eatio … falls the "hado . (TS Eliot -The Hollow Men)