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Confronting dogmatism in gifted educ...

Sriraman, Bharath.

Confronting dogmatism in gifted education

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Confronting dogmatism in gifted education/ edited by Don Ambrose, Robert J. Sternberg, and Bharath Sriraman.
其他作者:	Ambrose, Donald,
出版者:	New York, N.Y. :Routledge, : 2012.,
面頁冊數:	xxii, 221 p. :ill. :
提要註:	"Concepts and definitions in the field of gifted education have been unsettled and contested for many years, and interest in clarifying notions of high ability has been growing. While discussions and arguments are ongoing, most of them don't go deep enough or range broadly enough to reveal the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. This book looks beyond the predominant conceptual frameworks that dominate thinking about giftedness and talent. Leading thinkers in the field of gifted education question fundamental assumptions about high ability and probe the larger contexts that influence gifted education. The first section of the book includes explorations of big-picture issues pertaining to fundamental assumptions about giftedness and talent. The second section addresses ways in which economic and academic contexts in today's globalized world can affect otherwise gifted minds. Section three explores the effects of these contextual influences on curriculum and instruction in the education of the highly able. Finally, a synthesis chapter analyzes patterns in the other contributions and makes recommendations for refinement of gifted education"-- Provided by publisher.
標題:	Gifted children - Education - United States. -
電子資源:	Click here to view
ISBN:	9780203809327 (e-book : PDF)

Confronting dogmatism in gifted education
Confronting dogmatism in gifted education[electronic resource] /edited by Don Ambrose, Robert J. Sternberg, and Bharath Sriraman. - New York, N.Y. :Routledge,2012. - xxii, 221 p. :ill.

section 1. Clearing away conceptual fog in thinking about giftedness and talent -- section 2. Shortsighted, narrow-minded individuals and dogmatism-saturated contexts : the warping of bright minds -- section 3. Combatting narrow-minded, shortsighted curriculum, instruction, and research -- section 4. Concluding thoughts : patterns in the analyses of dogmatism and giftedness.

"Concepts and definitions in the field of gifted education have been unsettled and contested for many years, and interest in clarifying notions of high ability has been growing. While discussions and arguments are ongoing, most of them don't go deep enough or range broadly enough to reveal the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. This book looks beyond the predominant conceptual frameworks that dominate thinking about giftedness and talent. Leading thinkers in the field of gifted education question fundamental assumptions about high ability and probe the larger contexts that influence gifted education. The first section of the book includes explorations of big-picture issues pertaining to fundamental assumptions about giftedness and talent. The second section addresses ways in which economic and academic contexts in today's globalized world can affect otherwise gifted minds. Section three explores the effects of these contextual influences on curriculum and instruction in the education of the highly able. Finally, a synthesis chapter analyzes patterns in the other contributions and makes recommendations for refinement of gifted education"-- Provided by publisher.

Mode of access: World Wide Web.

ISBN: 9780203809327 (e-book : PDF)Subjects--Topical Terms:

259433
Gifted children
--Education--United States.Index Terms--Genre/Form:

228523
Electronic books.

LC Class. No.: LC3993.9 / .C665 2012

Dewey Class. No.: 371.950973 / C748

Confronting dogmatism in gifted education
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505 0 $a section 1. Clearing away conceptual fog in thinking about giftedness and talent -- section 2. Shortsighted, narrow-minded individuals and dogmatism-saturated contexts : the warping of bright minds -- section 3. Combatting narrow-minded, shortsighted curriculum, instruction, and research -- section 4. Concluding thoughts : patterns in the analyses of dogmatism and giftedness.
520 $a "Concepts and definitions in the field of gifted education have been unsettled and contested for many years, and interest in clarifying notions of high ability has been growing. While discussions and arguments are ongoing, most of them don't go deep enough or range broadly enough to reveal the dogmatism that limits the perspectives of professionals, policymakers, and other stakeholders in gifted education. This book looks beyond the predominant conceptual frameworks that dominate thinking about giftedness and talent. Leading thinkers in the field of gifted education question fundamental assumptions about high ability and probe the larger contexts that influence gifted education. The first section of the book includes explorations of big-picture issues pertaining to fundamental assumptions about giftedness and talent. The second section addresses ways in which economic and academic contexts in today's globalized world can affect otherwise gifted minds. Section three explores the effects of these contextual influences on curriculum and instruction in the education of the highly able. Finally, a synthesis chapter analyzes patterns in the other contributions and makes recommendations for refinement of gifted education"-- Provided by publisher.
530 $a Also available in print edition.
538 $a Mode of access: World Wide Web.
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