I come from a tradition that likes to answer a question with a question,
Kimberly.
What, from a cultural-historical perspective, would be a way of defining
"gifted"? What
would change about the theoretical concepts one would bring to bear, for
example,
in thinking about effective pedagogy for gifted versus (say) average
students?
My guess is that answer to such questions might help you frame an answer to
the one
that was posed.
mike
On 6/2/05, Kimberly N Mcglonn <kmcglo1@lsu.edu> wrote:
>
>
>
>
>
> Hello Everyone-
>
> I'm a doctoral candidate who's in the process of preparing to defend my
> general exams. One of my exam questions centers on the intersections of
> sociocultural theory and gifted education. The exact question (more or
> less) is as follows:
> What are the intersections of socio-cultural theory and gifted education?
> More specifically, how is the training/education of teachers of the
> gifted,
> informed by the notions presented through this framework?
>
> Is there anyone out there who has read research (recently or not), who can
> be of any assistance?
>
> Many, many thanks.
> Kimberly McGlonn-Nelson
>
>
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