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Research reports and publications

A. Using Evidence

  • Engagement with School, Identity and Self-esteem: Some Characteristics of Gifted and Talented Students in England. NAGTY Occasional Paper 11. 2006.

This report presents the results of a survey of NAGTY members. The aim was to gauge pupils' levels of engagement with formal schooling and their academic self-perceptions and self-esteem. Contrary to stereotypical images of gifted and talented pupils as isolated learners the survey showed that most students were popular with good relationships with both their peers and teachers, and positive self-perceptions and self-esteem The report is available here.

B. Teaching and Learning



  • National Programmes: Gifted and Talented. LEPP. 2008.

This report contains case studies from twenty schools who took part in the IQS pilot and have achieved or are working towards 'exemplary' level of the IQS, documenting their experiences of using the standards. The report is available here.

 
  •  Developing Expertise: School-based Case Studies. NAGTY Occasional Paper 12. 2006.

This NAGTY Occasional Paper presents three case studies with the broad purpose of identifying, illustrating and understanding effective practice for G&T students within a whole school context. The case studies took a school-wide approaches, looking at school leadership, school ethos, policies, classroom factors such as teaching methods, and pupil-level factors such as engagement and performance. Further information is available here.

 
  •  National Primary Trust: Exploring G&T Transition

This research explores issues around sustaining pupils' progress from one key stage to another, focusing particularly on the transition between KS2 and KS3 where there can be a fall in performance. The paper provides an overview of the main issues and some strategies that have been used to address these in England, including case studies of interventions. The document is available here

 
  • Nurturing gifted and talented children at Key Stage 1

This DCSF research report discusses the findings of Action Research projects undertaken by teachers, working with children aged 4-7 in 14 local authorities.
The focus of the projects was identifying appropriate ways to address the needs of younger gifted and talented children. The research report can be found here. The research brief can be found here.

 
  • A Baseline Review of the Literature on Effective Pedagogies for Gifted and Talented Students. NAGTY Occasional Paper 5. 2005.

This literature review undertaken by NAGTY provides a baseline analysis of evidence of good practice and interventions effective in meeting the needs of gifted and talented pupils. The review focuses on four areas: identification, education of the gifted and talented students, approaches to provision, and issues in effective gifted and talented pedagogy. The review is available here.

 
  • Investigating the Notion of Children with Multiple Exceptionalities. NAGTY Occasional Paper 6. 2005.

This paper explores the needs of children with multiple exceptionalities, discussing the common issues faced by pupils and approaches taken to address them, including a discussion on inclusion. The paper ends with recommendations for further research. The paper is available here.

 
  • What's so different about Gifted and Talented Students? Gifted and Talented Students and Psychosocial Adjustment. NAGTY Occasional Paper 14. 2006.

This paper reviews the literature surrounding gifted and talented students' social and emotional development. The paper aims to raise awareness of issues and factors related to maladjustment to inform parents, practitioners and providers working with gifted and talented children. The paper is available here.

 
  • Effective teaching of able pupils in the primary classroom. A report from the Oxfordshire Effective Teachers of Able Pupils Project

This report questions what makes an effective teacher of gifted and talented pupils. Working with teachers in Oxfordshire the research identifies classroom environment and ethos, task design and the nature of teacher-pupil interaction as key factors in engaging and supporting achievement of able pupils. The report is available here.

 
  • Creative Use of Technology to Optimise Peripheral Learning. University of Newcastle upon Tyne and the Campaign for Learning.

This research examined how use of technology within the classroom can enhance peripheral or subconscious learning. They found that IT used creatively can build upon pupils' natural curiosity and enhance engagement. More information is available here.

 
  • Developing Expertise Awards

The Developing Expertise Awards provided research grants to schools, for investigating the impact of gifted and talented interventions on students, contribute to teachers' professional development and strengthen the knowledge base about teaching gifted and talented pupils.

The 2005-06 and 2006-07 case study school reports are available to download below:

2005 - 2006

2006 - 2007

2005 - 2006
2006 - 2007
Birchwood Community High School
Thinking Maps for G&T Learners

Alsop High School
Using data to identify underachievement in able students in English and suggesting strategies to address this at key stage 3

Calday Grange Grammar School
Bridging the Gap: Bigging up Boys' Writing
Beauchamp College
How Can Able Students Be Effective Leaders Of Learning?
Chatham Grammar School for Boys
The Impact of an Accelerated Curriculum on G&T Students at KS3
Canon Slade School
Developing Reasoning, Analysis and Logic Skills of G&T Pupils at KS3
Churchfields School
Constructing a Pyramid of Progression for Talent in Dance
Cheney School
Getting the Question Right: using cross-curricular observation and student feedback to improve classroom discussion
Deanery High and Sixth Form College
'Making Science Sexy' - Raising the Profile of Science for G&T Students
City of London Academy
Getting the Question Right: using cross-curricular observation and student feedback to improve classroom discussion
Easingwold School
Providing Challenge and Engagement in Classroom Learning for G&T Students
Colmers School and Sports College
Creating, Identifying and Developing Talented KS3 Students in Drama
Hayward's Primary School
How can Gifted Children be Catered for in KS2 Geography?
Dowdales School
Can we make use of the proposed Classroom Quality Standards to inform and develop personalised learning plans for our Gifted and Talented pupils?
Hills Road Sixth Form College
Effects on Students of Newly Introduced Personalised Learning Activities
Eastrington Primary School
Removing the Barrier of Rural Isolation: Helping Young Gifted & Talented Children Develop a Sense of Belonging to an Online School Community
Newstead Wood School for Girls
The Impact of Extension Topics Aimed at Exceptionally Able Students on the Achievements of these Students and on all Students within that Class
Hills Road Sixth Form College
Effect of creativity and creative thinking, within English, on the motivation of underachieving 'coasting' able students and their development as independent learners.
Portswood Primary School
Hearing the Voice of Gifted and Talented Pupils through the use of Learning Logs in order to improve Teaching Provision
Hinchingbrooke School
Multiple Intelligence and The Gifted Student
St Gregory’s Catholic Primary School
History Mysteries: An Intervention Strategy for the Development, Enhancement and Acceleration of G&T Pupils
MacMillan Academy
Effects of studying Philosophy for Children on achievement of able students at Key Stage 3
Twynham School
Using Peer Coaches to explain and tackle the Underachievement of Gifted Students
Ringwood School
Developing Gifted Students as Independent Learners who can use Bloom's Taxonomy to personalise their own work by changing the level of challenge it offers them.
  Romsey Community School
Improving Provision for the Gifted Mathematician in the Mainstream Secondary Classroom
  Woodland Middle School
Setting or Mixed Ability - Which is best for able learners?

 

C. Leadership and Management



  • School's Provision for Gifted and Talented Students. 2008. Education Review Group, New Zealand.

This report provides an evaluation of provision for gifted and talented students in New Zealand schools (primary and secondary). Their findings suggest that there are three stages in a school's progressions towards effective provision. These involve:

  1. developing a shared understanding of gifted and talented education;
  2. implementing good quality provision for gifted and talented students; and
  3. ensuring positive outcomes for gifted and talented students.

 The report is available here.

 

 

 

 

 

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