Embedded Voices: Building a Non-Learning Culture within a Learning Enrichment Programme

Autor/inn/en	Hymer, Barry; Watkins, Chris; Dawson, Elizabeth; Buxton, Ruth
Titel	Embedded Voices: Building a Non-Learning Culture within a Learning Enrichment Programme
Quelle	In: Gifted Education International, 31 (2015) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429413498487
Schlagwörter	Enrichment Activities; Gifted; Transcripts (Written Records); Discourse Analysis; Educational Practices; Educational Objectives; Fidelity; Children; Teachers; Teaching Assistants; Evidence; Discourse Communities; Talent; After School Programs; Elementary School Students; Student Interests; Creative Development; Cooperative Learning; Self Esteem; Self Management; Creativity; Performance; Helplessness; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bereicherungsprogramm; Begabter, Hoch Begabter; Diskursanalyse; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Child; Kind; Kinder; Lehrer; Lehrerin; Lehrende; Evidenz; Begabung; Hochbegabung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Studieninteresse; Kooperatives Lernen; Self-esteem; Selbstaufmerksamkeit; Selbstmanagement; Kreativität; Achievement; Leistung; Hilflosigkeit; Ausland
Abstract	The researchers examined transcripts of comments made and dialogues engaged in by children, teachers and student teaching assistants during a 10-week enrichment programme for gifted and talented children aged 7-9 years. Attempts were made to match these utterances with the programme's aims and aspirations as expressed in a promotional document. Little evidence of match was revealed, but considerable evidence did emerge of the extent to which dominant technical-rational discourses and practices permeate even privileged and non-state-sponsored educational environments, at the expense of children's learning. Suggestions are made for foregrounding the processes of high quality pupil learning rather than the "products" of pupil performances in enrichment and extension programmes, and thereby for achieving greater congruence between this programme's avowed aims and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01