This book explains, with examples, how teachers can research their classrooms with their pupils to enhance the gifts and talents they bring into their own learning and education. The examples show how the stories of their own learning about their gifts and talents, by teachers researching with pupils, can transform how education is understood in schools. The key to this transformation in understanding are recent developments in multi-media representations of social and emotional aspects of learning. These representations permit the multi-sensorial gifts and talents of individual learners to be recognized and developed within a process that enhances the emotionally literate space of enquiring classrooms. The book is supported by a website with access to these multi-media accounts. The Website also contains some 6 video-clips of 1.50 - 5.00 minutes each that will illustrate the expression of gifts and talents in the pedagogies of Hymer, Huxtable and Whitehead with teachers and pupils.

Barry Hymer is a teacher, chartered psychologist, trainer and writer, specialising in inclusive approaches to learning and teaching.

Jack Whitehead is a Lecturer in Education at the University of Bath. His original research includes the idea of living educational theories.

Marie Huxtable is a senior educational psychologist, coordinating and developing a local authority's inclusive and inclusional gifted and talented education provision.

About the Authors	p. ix
About the Contributors	p. xi
Introduction	p. 1
What's Implicit in 20th Century Notions of Giftedness? Why Are These Notions Unfit for Purpose in the 21st Century?	p. 5
Beyond Definitions and Identification - a Generative-Transformational Framework for Gift Creation	p. 39
Generative-Transformational (G-T)	p. 45
Contradictory/Dialectical (C)	p. 48
Relational (RE)	p. 50
Activity-Oriented (A)	p. 55
Temporal/Social (TE)	p. 57
Giftedness as a Living Concept: What Is a Living Theory Approach to Action Research and How Can It Contribute to Gift Creation through Student-Led Enquiry?	p. 65
Action Planning in Creating Your Living Educational Theory: Exploring the Implications of Asking, Researching and Answering 'How Do I Improve What I Am Doing?'	p. 73
Margaret Cahill (2007) My Living Educational Theory of Inclusional Practice. http://www.jeanmcniff.com/margaretcahill/index.html	p. 81
Mairin M. Glenn (2006) Working with Collaborative Projects: My Living Theory of a Holistic Educational Practice. http://www.jeanmcniff.com/glennabstract.html	p. 82
Mary Roche (2007) Towards a Living Theory of Caring Pedagogy: Interrogating My Practice to Nurture a Critical, Emancipatory and Just Community of Enquiry. http://www.jeanmcniff.com/MaryRoche/index.html	p. 82
Bernie Sullivan (2006) A Living Theory of a Practice of Social Justice: Realising the Right of Traveller Children to Educational Equality. http://www.jeanmcniff.com/bernieabstract.html	p. 83
Margaret Follows (2006) Looking for a Fairer Assessment of Children's Learning, Development and Attainment in the Infant Years: an Educational Action Research Case Study. http://www.jackwhitehead.com/followsphd/followsphd7livth.pdf	p. 84
Swaroop Rawal (2006) The Role of Drama in Enhancing Life Skills in Children with Specific Learning Difficulties in a Mumbai School: My Reflective Account. Graduated from Coventry University in Collaboration with the University of Worcester. http://www.actionresearch.net/rawal.shtml	p. 85
Mike Bosher (2001) How Can I as an Educator and Professional Development Manager Working with Teachers, Support and Enhance the Learning and Achievement of Pupils in a Whole School Improvement Process? http://www.actionresearch.net/bosher.shtml	p. 86
John Loftus (1999) An Action Research Enquiry into the Marketing of an Established First School in Its Transition to Full Primary Status. http://www.actionresearch.net/loftus.shtml	p. 86
Eleanor Lohr (2004) Love at Work: What Is My Lived Experience of Love, and How May I Become an Instrument of Love's Purpose? http://www.actionresearch.net/lohr.shtml	p. 88
Madeline Church (2004) Creating an Uncompromised Place to Belong: Why Do I Find Myself in Networks? http://www.actionresearch.net/church.shtml	p. 89
Marian Naidoo (2005) I Am Because We Are (a Never Ending Story). The Emergence of a Living Theory of Inclusional and Responsive Practice. http://www.actionresearch.net/naidoo.shtml	p. 89
Robyn Pound How Can I Improve My Health Visiting Support of Parenting? The Creation of an Alongside Epistemology through Action Enquiry. http://www.actionresearch.net/pound.shtml	p. 90
Margaret Farren (2005) How Can I Create a Pedagogy of the Unique through a Web of Betweenness? http://www.actionresearch.net/farren.shtml	p. 91
Jacqueline Delong (2002) How Can I Improve My Practice as a Superintendent of Schools and Create My Own Living Educational Theory? http://www.actionresearch.net/delong.shtml	p. 92
Beyond Identification - the Teacher's Role in Creating Gifts: Teachers and Students as Committed Co-enquirers, Researching Their Own Lives	p. 95
Recognising Learners as Creators of Knowledge	p. 101
Bringing into Presence the Uniqueness of the Individual	p. 106
Educational Relationships and Responsibilities	p. 110
Collecting Data of the Influence We Want to Be Using Video	p. 113
The Educator's Role in Supporting Children and Young People Researching Their Own Lives, Recognising Their Own Values and Living Standards of Judgement	p. 115
'I Consider Implications for Future Practice': How Can I Continue to Influence My Own Learning, the Learning of Others, and the Schools and Learning Communities of Which I Am Part?	p. 119
How amongst the Impositions and Demands Can We Recognise, Create and Maintain an Educational Space?	p. 128
How Do We Know We Are Making a Difference and Communicate That to Others Imbued with the Traditional Social Science Perspectives?	p. 135
How Can We Improve Our Educational Influence in the Learning of Our Colleagues and the Learning of Our School and Other Communities?	p. 140
How Might We Contribute to Shaping Educational Policy and Practice?	p. 143
And in Conclusion	p. 146
Appendix	p. 153
References	p. 167
Index	p. 179
Table of Contents provided by Ingram. All Rights Reserved.

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.