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- W2891008885 abstract "Ask any group of people, professional or lay, what they consider the most appropriate context for educating the gifted and talented and you will almost certainlyencounter a dramatic division of opinion. Those who have witnessed or participated in such debates can also attest to how adamantly positions are held andhow vehemently these can be expressed. Few issues in education seem to elicitsuch strongly held opinions. Debate about whether gifted and talented studentsshould be educated with their age peers or their intellectual peers usually toucheson much broader philosophical, political, social and even religious beliefs. Thevarious perspectives espoused, even in professional circles, are usually done sowithout reference to research, or else to a very limited number of very contextspecific studies. This is not altogether surprising, as the research base here islimited, both in number and nature. This means that those endorsing oneapproach over another usually draw on their own values and experiences indefending their stance. In addition, much of the research (and opinion) in thisarea comes out of the United States, and informs and is informed by approachesto learning and teaching that frequently have limited applicability beyond thatcontext." @default.
- W2891008885 created "2018-09-27" @default.
- W2891008885 creator A5072881883 @default.
- W2891008885 date "2006-06-01" @default.
- W2891008885 modified "2023-10-17" @default.
- W2891008885 title "Can ‘inclusion’ work for the gifted and talented?" @default.
- W2891008885 doi "https://doi.org/10.4324/9780203008621-12" @default.
- W2891008885 hasPublicationYear "2006" @default.
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