So-called giftedness and teacher education: issues of equity and inclusion

Smith, Laura Mazzoli; Campbell, R. J.

doi:10.1080/13540602.2015.1055448

Cited by 12 publications

(5 citation statements)

References 16 publications

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“…In fact, when teachers speak of ‘high‐ability’ students, they tend to use the concept of potential , underlining the possibility of change and evolution associated with such abilities and with this particular student profile, which is not neutral in terms of social origin. This is consistent with previous research regarding the school construction of ‘giftedness’, which demonstrates its socio‐political role in maintaining social inequalities (Mazzoli Smith & Campbell, 2016). Furthermore, in line with Ladwig and McPherson's (2017) research, the concept of ability in our teachers' discourses not only serves to define students' characteristics and attributes, but also their shortcomings.…”

Section: Resultssupporting

confidence: 92%

“…As research on teachers' expectations has shown (Van Houtte, 2011), such conceptions are explicitly or implicitly intersected by variables of gender, race/ethnicity and social class. Research demonstrates that ‘giftedness’ is a social construct that cannot be understood independently of students' social class, gender and origin/ethnicity, as well as the school processes that contribute to its naturalisation, through the everyday practices of dividing, sorting and classifying students (Mazzoli Smith & Campbell, 2016). In this way, teachers' perceptions of ability cannot be understood independently of their conceptions about the ‘ideal student’ (Archer, 2005).…”

Section: Theoretical Foundations: the Construction Of Ability In Schoolsmentioning

confidence: 99%

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Ability as legitimation of tracking: Teachers' representations of students in vocational and academic tracks

Tarabini

Curran

Castejón

2022

British Educational Res J

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The division of educational systems into different tracks-academic and vocational-represents one of the key elements in explaining social stratification and inequalities. Previous research identifies teachers' expectations as a critical factor to understand the relationship between tracking and social inequality. This paper discusses how ability is represented in teachers' discourses and whether and to what extent it works as a legitimation of systemic forms of tracking. Using in-depth interviews with 35 secondary school tutors, we analyse how teachers draw on the concept of ability to explain students' unequal transitions from a lower comprehensive to an upper tracked education system in Barcelona (Spain). The results indicate three main elements: a highly naturalistic conception of students' abilities among teachers; a remarkably dichotomised conception of theoretical and practical abilities that match with the academic and vocational tracks; and a direct association between types of student and types of track based on different types of ability at a cognitive, behavioural and personal level. Overall, the analysis contributes to opening the 'black box' of the notion of ability as

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Section: Resultssupporting

confidence: 92%

Section: Theoretical Foundations: the Construction Of Ability In Schoolsmentioning

confidence: 99%

Ability as legitimation of tracking: Teachers' representations of students in vocational and academic tracks

Tarabini

Curran

Castejón

2022

British Educational Res J

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“…Grouping ‘entrenches variation between pupils’ and damages attainment for those in lower groups, thus reproducing the ‘spectrum’ of attainment they are intended to reduce (Campbell, : 10; after Kutnick et al ., ). International analysis of hundreds of studies suggests limited positive impact on learning, leading to grouping being described as ‘being amongst the educational intervention “disasters”’ (Mazzoli Smith & Campbell, : 258; in reference to Hattie, ).…”

Section: Research On Grouping Practicesmentioning

confidence: 99%

The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm

Bradbury¹

2018

British Educational Res J

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This article examines the impact of a statutory assessment in England, the Phonics Screening Check (PSC), on classroom practices of grouping children by 'ability'. Bearing in mind the argument that assessment is the rudder that steers the otherwise slow-moving battleship of educational practice, it is argued that the PSC has altered how teachers organise their classes and curriculum in both the affected year group (Year 1, children aged 5-6) and in earlier and later years. Using data from a nationwide survey of teachers (n = 1,373), focus groups and in-depth interviews with teachers, the article examines how this relatively new phonics assessment forms part of a 'policy storm' of pressures relating to accountability, which encourage teachers to place children in groups on the basis of ability, even when they have doubts about this practice and there is little evidence to suggest grouping improves attainment. Practices include grouping children within classes, across year groups or even across several year groups, by phase of phonics learning, guided by advice from bought-in private phonics schemes. There is also evidence of 'educational triage', where borderline children become the focus, and increased use of interventions which involve withdrawing children. Overall, the article uses the PSC to demonstrate how, in times of multiple policy pressures, assessment can rapidly alter practice, in this case making grouping a 'necessary evil', as one teacher respondent argued.

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“…Teniendo en cuenta que las AACC pueden darse dentro de cualquier nivel socioeconómico y en todos los grupos sociales (Olszewski-Kubilius et al, 2015;Smith y Campbell, 2016), la sobrerrepresentación de algunos colectivos dentro del alumnado con AACC (Neumeister et al, 2007) sugiere que los métodos de identificación no detectan al estudiantado en desigualdad de oportunidades y de orígenes diversos por sus limitaciones o diferencias lingüísticas (Hodges et al, 2018).…”

Section: Actitudes Docentes Hacia La Respuesta Educativa De Las Aacc ...unclassified

Actitudes educativas del profesorado hacia las altas capacidades

Barrenetxea-Mínguez,

Galindo-Domínguez,

Yániz-Alvarez-de-Eulate

2024

profesorado

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Para mejorar la formación del profesorado en el ámbito de las altas capacidades (AACC) es importante conocer qué actitudes docentes guían su respuesta educativa. Son varios los instrumentos creados para evaluar las actitudes docentes en este campo, pero es el cuestionario OGE publicado por Gagné (1991) el instrumento más utilizado hoy en día. En el presente estudio señalamos la necesidad de crear un nuevo instrumento y fijamos por objetivo diseñar y validar una escala en español que mida las actitudes educativas del profesorado hacia las AACC. Para ello, se seleccionó el instrumento DATA como base para su traducción y adaptación al español. Tras realizar un análisis exploratorio se observó una falta de consistencia interna, por lo que se reestructuró la escala dando lugar a una nueva formada por tres dimensiones (elitismo, adaptación curricular y aceleración), quienes respondieron 546 docentes desde educación infantil hasta formación profesional. Tras realizar un análisis confirmatorio con la nueva escala se obtuvieron índices favorables de fiabilidad y validez dando como resultado una escala óptima para medir las actitudes educativas del profesorado hacia las AACC.

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So-called giftedness and teacher education: issues of equity and inclusion

Cited by 12 publications

References 16 publications

Ability as legitimation of tracking: Teachers' representations of students in vocational and academic tracks

Ability as legitimation of tracking: Teachers' representations of students in vocational and academic tracks

The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm

Actitudes educativas del profesorado hacia las altas capacidades

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