Jim Campbell

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students. Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including: differentiated teaching and learning in an urban City Technology Collegegifted education in an inner-city, multi-ethnic school and a rural comprehensive schoolschool ethos, student voice and motivation in a girls' grammar schoolcurricular depth, enrichment and interactive teaching in a boys' grammar schoollearning in a residential summer school for gifted students. Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools. This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students. Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including: differentiated teaching and learning in an urban City Technology Collegegifted education in an inner-city, multi-ethnic school and a rural comprehensive schoolschool ethos, student voice and motivation in a girls' grammar schoolcurricular depth, enrichment and interactive teaching in a boys' grammar schoollearning in a residential summer school for gifted students. Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools. This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

The "Troubles" in Northern Ireland have endured for so long that eventually the abnormal has become normal. This volume examines the processes by which society has become gradually dehumanised, and how the inhuman conditions, under which people have been forced to live so long, have come about. The authors seek to understand this situation and build upon the current literature, using their different personal and professional backgrounds to great effect to create a wider perspective. They describe the political background, the framework of Kleinian psychoanalysis, and then bring the two together to create a new foundation from which to move from a troubled mind to a mind at peace.

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others* teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others* teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.