Bridging the Gap between Religious Education and Gifted Education: Theory and Praxis in Three Secondary School Programmes in Cambridgeshire
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| Title: | Bridging the Gap between Religious Education and Gifted Education: Theory and Praxis in Three Secondary School Programmes in Cambridgeshire |
|---|---|
| Language: | English |
| Authors: | Simpson, Jane Mary Ramsay |
| Source: | British Journal of Religious Education. 2012 34(3):247-261. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Gifted, Religious Education, Theory Practice Relationship, Secondary Schools, Foreign Countries, Identification, Religion, Teaching Methods, Classroom Techniques |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/01416200.2011.649342 |
| ISSN: | 0141-6200 |
| Abstract: | Religious Education (RE) has the potential to identify as gifted many students who might otherwise be missed. The findings discussed here are based on a study of Heads of Department in three very different secondary schools in Cambridgeshire, which investigated how their training and praxis affected the way they identified and challenged students gifted and talented in studying religion. Reasons are given for the gap between RE and gifted education, internationally, nationally and regionally. The lack of student challenge in much RE is identified and ways are suggested to extend and enrich all. Strategies are discussed for doubly exceptional students, with profound insights but poor written skills. Questioning the dominance of pragmatic approaches in the UK, the article suggests how the RE profession could develop a critical and theoretically informed approach to giftedness, with direct implications for classroom practices. (Contains 2 notes and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2012 |
| Accession Number: | EJ976990 |
| Database: | ERIC |
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| Abstract: | Religious Education (RE) has the potential to identify as gifted many students who might otherwise be missed. The findings discussed here are based on a study of Heads of Department in three very different secondary schools in Cambridgeshire, which investigated how their training and praxis affected the way they identified and challenged students gifted and talented in studying religion. Reasons are given for the gap between RE and gifted education, internationally, nationally and regionally. The lack of student challenge in much RE is identified and ways are suggested to extend and enrich all. Strategies are discussed for doubly exceptional students, with profound insights but poor written skills. Questioning the dominance of pragmatic approaches in the UK, the article suggests how the RE profession could develop a critical and theoretically informed approach to giftedness, with direct implications for classroom practices. (Contains 2 notes and 1 table.) |
|---|---|
| ISSN: | 0141-6200 |
| DOI: | 10.1080/01416200.2011.649342 |
