000			03747cam a2200457 i 4500
001			BRILL9789460919916
003			nllekb
005			20260610105208.0
007			cr un uuuua
008			191130s2012 ne sb 001 0 eng d
020			_a9789460919916 _q(electronic book)
020			_z9789460919909 _q(print)
024	7		_a10.1007/978-94-6091-991-6 _2DOI
035			_a(OCoLC)828920480
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLC3997.G7
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.95 _223
100	1		_aSmith, Laura Mazzoli, _eauthor.
245	1	0	_aFamilies, Education and Giftedness : _ba Case Studies in the Construction of High Achievement / _cLaura Mazzoli Smith; Jim Campbell.
246	3		_aCase Studies in the Construction of High Achievement
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2012.
300			_a1 online resource
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aAdvances in Creativity and Giftedness ; _v3
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- The Social Construction of Giftedness -- Studying the Family -- Methodology: An Approach through Narrative -- Introduction to the Case Studies -- The Booths’ Tale: Pursuing the Protestant Work Ethic -- The Breakwells’ Tale: Creating Cultural Capital -- The Newlands’ Tale: Going for Room at the Top -- The Desmonds’ Tale: Discovering School as a Liberating Force -- Interpreting the Families’ Narratives -- Implications for Policy and Theory -- Towards Cultural Relativism and Interdisciplinarity in Researching Giftedness -- Bibliography -- Index.
520			_aWhat is it like to be YOUNG, GIFTED AND WORKING CLASS in contemporary England? How do working class family values support high educational achievement? What do researchers and policy makers have to learn about giftedness from working class families? These provocative questions are explored in this ground-breaking book. Most studies of giftedness focus on the characteristics of individuals, and draw upon psychological frameworks to understand them. Participants in most gifted education programmes are recruited disproportionately from the higher social classes. Sceptical of the concept of giftedness, Mazzoli Smith and Campbell question conventional methodologies, using a narrative approach to understand how four families of working class origins, each with a gifted child, construct their values in relation to education and social class. They explore the influence of their family histories, cultural values and life styles upon educational engagement and achievement. The authors show that gifted education policies are poorly matched to the values of these families and argue that much research into giftedness has been flawed by social and cultural discrimination. They propose an agenda for change in research paradigms in the giftedness field, which should be characterized by interdisciplinarity and more culturally relative conceptions of giftedness.
588			_aDescription based on print version record.
650		0	_aGifted children _xEducation.
650		0	_aHome and school.
700	1		_aCampbell, Jim, _eauthor.
776	0	8	_iPrint version: _tFamilies, Education and Giftedness: Case Studies in the Construction of High Achievement, _dLeiden Boston : Brill | Sense, 2012 _w9789460919909
830		0	_aAdvances in Creativity and Giftedness ; _v3.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-991-6
999			_c27140 _d27140