Research

1. A conceptualisation of giftedness and talent which draws on the theory of the existence of multiple talents in an individual and brain function research which highlights the possibility of enhancing student’s learning potential at all stages of their education, through carefully designed interventions. Our conceptual framework of high ability and giftedness is shared with practitioners, professional bodies and other Universities through dissemination conferences and seminars. Our research findings, which are presented to various audiences, are of practical relevance for educating the gifted and talented in our schools.

2. The identification of and provision for gifted and talented students from schools in socially deprived areas. Our research in the past decade has shown the existence of submerged talents in such areas. Through our research we have shown that, in many cases, talent may be submerged but not eradicated by disadvantage. The fulfilment of hidden talents of students in inner-cities through carefully designed interventions has been a major part of our work. Four cohorts of students, aged 12-18 (a total of 500) have attended our 4-year intervention programme (a longitudinal study) on the Brunel University campus on Saturdays. The main aim of the Urban Scholars programme, as the intervention is referred to, is the raising of academic achievement and aspirations of urban teenagers. The programme was set up as a research site in 2006-2010 using a Design Research methodology with the ultimate aim of producing a replicable model.

3. Learner engagement in the three school core curriculum subject areas – Mathematics, English and Science. A Key Concepts model for teaching and learning mathematics for mathematically promising students has been designed; this formed the basis of 2 government commissioned research projects in the past 6 years. The team wishes to build on this model of enrichment for both Science and English teaching.

4. We were commissioned by DfES to lead teachers in 14 Local Education Authorities to conduct Action Research to explore the best ways of nurturing gifted and talented children, aged 4 to 7, who show high potential and unusual abilities.

5. Our research based model of curriculum planning for gifted and talented students – referred to as the Gateway Model – includes 5 elements in lesson planning: Advanced content, Depth, Creativity, Critical Thinking and Metacognition; it is being used by a number of practitioners across the country.

6. Exploring teachers’ perceptions of the concept of giftedness and their practices. We carried out a survey in 2010 of a national sample of teachers exploring the nature of their practices. We were able to compare the findings of the survey in 2010 to that of a survey conducted in 1996 with a similar sample.

7. We are at present developing a research base on the role of parents in their children’s education, with special reference to families in urban areas. Work is in progress.