Families, Education and Giftedness

Abstract

Volume.3Advances in Creativity and Gifted Education (ADVA) is the first internationally established book series that focuses exclusively on the constructs of creativity and giftedness as pertaining to the psychology, philosophy, pedagogy and ecology of talent development across the milieus of family, school, institutions and society. ADVA strives to synthesize both domain specific and domain general efforts at developing creativity, giftedness and talent. The books in the series are international in scope and include the efforts of researchers, clinicians and practitioners across the globe. (paperback) ISBN: 978-94-6091-990-9 (hardback) ISBN: 978-94-6091-991-6 (e-book)Published by: Sense Publishers,

Extending sociological theorising on high ability: the significance of values and lived experience

“…3. This research is documented in full in the book Families, education and giftedness: Case studies in the construction of high ability (Mazzoli Smith & Campbell, 2012).The excerpts provided and information on the methodology employed are brief as the main argument of the paper is not based on this evidence. Rather it is being provided as an example of the kind of evidence which it is being claimed is often lacking in theories of high ability.…”

“…An example of this in relation to individual and familial investment in the concept of 'giftedness', is narrative methodology. Mazzoli Smith and Campbell (2012) 3 interviewed a small number of family groups, and through an interpretive, narrative method of analysis, found that the resulting narratives revealed deeply felt normative, contradictory, complex and contingent beliefs and values connected with giftedness. These were not adequately explained by either a social constructionist analysis, or by statistical models of the probable outcomes expected for these families, where a child had been labelled 'gifted and talented' under the national strategy in England, whilst other members of the families had not progressed beyond compulsory schooling.…”

“…Theorising about high ability 1 has been largely entrenched within the strongly framed disciplinary orientations of the dominant bodies of work in the field (Mazzoli Smith & Campbell, 2012). For instance, psychological research on high ability has often been viewed as quite separate from sociological interests.…”

Construction of the meaning of giftedness as a special educational need in the context of the changed learning approach in Estonia

“…Mitmete uurijate sõnul ei ole siiski olemas kindlaid kriteeriume, kuidas üldse andekust määratleda, ega ka kindlaid andekuse tuvastamise tavasid (Laine & Tirri, 2015;Mönks & Pflüger, 2005). Andekus on sotsiaalsest ja kultuurilisest kontekstist sõltuv konstruktsioon, nö silt, mida teatud oludes ja kontekstis inimesele külge pannakse (Borland, 1997(Borland, , 2005Cigman, 2006;Kaufman & Sternberg, 2008;Mazzoli Smith & Campbell, 2012). Ka meie ülesandepüstitus ja valitud metoodika on lähtunud seisukohast, et andekus sotsiaalse konstruktina on 2 Andekus kui hariduslik erivajadus on esimest korda dokumenteeritud USA haridusameti 1969. aasta määruses (Saul, Sepp, & Päiviste, 2007).…”

“…Praegu valdav andekusuurimuste suund keskendub sarnaselt Gard neriga indiviidi potentsiaalile, kuid näeb andekust mitte kui individuaal seid erine vusi sooritustes, vaid kui keskkonnamõjurite toimel omandatud oskuste tulemust (Gagné, 2004). Mõtlemisainet pakuvad fenomeni tähis tavad terminid andekus ja talent, mis on osa uurijate sõnul meelevaldsed, kasutud ja vaidlusi tekitavad (Cigman, 2006;Clayton, 2015;Mazzoli Smith & Campbell, 2012). Ühelt poolt on enamasti sünonüümidena kasutusel olnud andekus ja talent saanud Gagné andekusmudelis uue sisu -andekus tähistab indiviidi sünnipäraseid eeldusi, talent aga arengu ja õpiprotsessis omandatud võimeid (Gagné, 2004).…”