UNDERSTANDING THE MODELS: THE ENGLISH MODEL OF TRANSFORMING AND DEVELOPING GIFTED EDUCATION

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Issue: Vol. 2 No. 6 : Центральноазиатский журнал академических исследований
Section: Articles
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PhD Candidate Department of Innovative Education Tashkent State University of Economics
sevaraismoilova0998@gmail.com

Abstract:

Gifted education is a critical component of the educational landscape, aiming to identify and nurture exceptional talents. This research article delves into the English model of gifted education, exploring its history, framework, and outcomes. The English model has undergone significant transformations over the decades, reflecting changes in policy, pedagogical strategies, and societal attitudes towards giftedness. By examining the evolution of gifted education in England, this article aims to provide insights into effective practices and potential areas for improvement.

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How to Cite:

Ismoilova , S. (2024). UNDERSTANDING THE MODELS: THE ENGLISH MODEL OF TRANSFORMING AND DEVELOPING GIFTED EDUCATION. Central Asian Journal of Academic Research, 2(6), 207–210. Retrieved from https://in-academy.uz/index.php/cajar/article/view/33865

References:

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Gagné, F. (2004). Transforming Gifts into Talents: The DMGT as a Developmental Theory. High Ability Studies, 15(2), 119-147.

Gross, M. U. M., MacLeod, B., & Pretorius, M. (2001). Gifted Students in Urban Schools. Excellence in Cities.

National Association for Able Children in Education (NACE). (2023). NACE Handbook for Schools.(2015). The Most Able Students: Are they doing as well as they should in our secondary schools? OFSTED.

Tomlinson, C. A. (2005). Differentiating Instruction: A Synthesis of Key Research and Guidelines. Journal of Education for the Gifted, 27(2/3), 119-145.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest, 12(1), 3-54.