The early seedbed of the growth of TASC: Thinking Actively in a Social Context

Wallace, Belle

doi:10.1177/026142940802400303

Cited by 19 publications

(19 citation statements)

References 5 publications

(5 reference statements)

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“…It is consistent with the leading edge work of educationalists such as Hymer (2007Hymer ( , 2013 and Wallace (2008); of academic psychologists such as Deci and Ryan (2000), and Dweck (2006); and that of philosophers such as White (2007) and Biesta (2006).…”

Section: Gifted Education As Cpd For Professional Educatorssupporting

confidence: 82%

“…The values that are clarified as they emerge in the course of the researchers' enquiries are those that are ontological and relational, that are life-affirming and life-enhancing; those that Crompton (2010), drawing on Schwartz, calls 'intrinsic'. Hymer (2013: 108) shows what we mean in his GRACE model of gift-creation: G -Grow (formerly Generative-transformational) R -Relate (formerly Relational) A -Act (formerly Activity-orientated) C -Challenge (formerly Contradictory/Dialectical) E -Exert (formerly Temporal/Social) Similarly, Wallace (2008) shows these values in practice in her TASC model of enquiry:…”

Section: Gifted Education As Cpd For Professional Educatorsmentioning

confidence: 99%

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Creating a profession of educators with the living-theories of master and doctor educators

Whitehead

Huxtable

2015

Gifted Education International

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In our last paper in GEI we presented an argument for teachers to engage in Living Educational Theory research as Continuing Professional Development. In this paper we extend our analysis to show how this can empower educators to improve their practice and, by offering as a gift the knowledge they generate in the process, contribute to the creation of a profession of educators. The extension is grounded in the idea of enhancing professionalism in education through recognising and accrediting accounts of livingeducational-theories as knowledge generated by professional practitioners as master and doctor educators. We distinguish Living Educational Theory research from a livingeducational-theory. Living Educational Theory research refers to the conceptual principles that distinguish the research approach. A living-educational-theory is a values-based explanation offered by an individual of their educational influence in their own learning, the learning of others and the learning of social formations. It is argued that for this knowledge to be legitimated by universities, in the form of accredited awards, an extension and transformation will be required in the dominating forms of knowledge. It is also argued that educators teaching in continuing professional development programmes need to develop their talents, knowledge and expertise by researching their own practice in the same way as the teachers they are supporting. In doing so they exemplify an educational pedagogy appropriate to providing gifted education internationally for students of any age.

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Section: Gifted Education As Cpd For Professional Educatorssupporting

confidence: 82%

Section: Gifted Education As Cpd For Professional Educatorsmentioning

confidence: 99%

Creating a profession of educators with the living-theories of master and doctor educators

Whitehead

Huxtable

2015

Gifted Education International

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“…The TASC model was used as a process component and interactive guide embedded in REAPS. Wallace (2008) developed the TASC model to help students improve their thinking skills while engaging actively in solving problems within a social environment. In this model, students used eight different steps to guide their learning processes: gather and organize, identify, generate, decide, implement, evaluate, communicate, and learn from experience.…”

Section: The Reaps Modelmentioning

confidence: 99%

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Pease

Vuke

Maker

et al. 2020

Journal of Advanced Academics

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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

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“…Using the TASC model for the development of thinking and problem-solving, students in the Ruamano project were led through a process of eight steps in which they (a) gathered and organised information about the problem––both what they already knew and what they wanted to find out, (b) clearly defined the problem they would solve, (c) generated as many ideas as possible for solving the problem, (d) evaluated the ideas and selected those that they considered the best by developing and applying clear criteria, (e) implemented their selected solution or plan (where possible), (f) evaluated the quality of this implementation, (g) communicated their solution to others, and (h) reflected on what they learned (Wallace, 2008; Wallace, Maker, Cave, & Chandler, 2004).…”

Section: Real Engagement In Active Problem-solving Model (Reaps)mentioning

confidence: 99%

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

Webber

Riley

Sylva³

et al. 2020

AJIE

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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.

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The early seedbed of the growth of TASC: Thinking Actively in a Social Context

Cited by 19 publications

References 5 publications

Creating a profession of educators with the living-theories of master and doctor educators

Creating a profession of educators with the living-theories of master and doctor educators

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

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