Unified, Insular, Firmly Policed, or Fractured, Porous, Contested, Gifted Education?

Autor/inn/en	Ambrose, Don; VanTassel-Baska, Joyce; Coleman, Laurence J.; Cross, Tracy L.
Titel	Unified, Insular, Firmly Policed, or Fractured, Porous, Contested, Gifted Education?
Quelle	In: Journal for the Education of the Gifted, 33 (2010) 4, S.453-478 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/016235321003300402
Schlagwörter	Gifted; Conflict; Interdisciplinary Approach; Social Sciences; Humanities; Investigations; Teaching Methods; Universities + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Konflikt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Untersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität
Abstract	Much like medieval, feudal nations, professional fields such as gifted education can take shape as centralized kingdoms with strong armies controlling their compliant populations and protecting closed borders, or as loose collections of conflict-prone principalities with borders open to invaders. Using an investigative framework borrowed from an interdisciplinary group of scholars in the social sciences and humanities, four scholars of gifted education analyzed four different analytic levels of our field (practice, research, theory, philosophy) to discern whether gifted education is unified, insular, and firmly policed, or fractured, conflict-ridden, and porous. Each disciplinary structure generates unique advantages, disadvantages, and implications for scholars and practitioners. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10