‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England

This is the accepted version of the following article: Koshy, V. and Pinheiro-Torres, C. (2013), ‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England. British Educational Research Journal, 39: 953–978. doi: 10.1002/berj.3021, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1002/berj.3021/abstract.Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co-ordinators (For ease of reference, the term gifted and talented (G&T) co-ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co-ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow-up in-depth interviews with a sample of G&T co-ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and ‘labelling’ a group of pupils as ‘gifted and talented’. G&T co-ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over-emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead

Topologically massive gravity as a Pais-Uhlenbeck oscillator

We give a detailed account of the free field spectrum and the Newtonian limit of the linearized "massive" (Pauli-Fierz), "topologically massive" (Einstein-Hilbert-Chern-Simons) gravity in 2+1 dimensions about a Minkowski spacetime. For a certain ratio of the parameters, the linearized free theory is Jordan-diagonalizable and reduces to a degenerate "Pais-Uhlenbeck" oscillator which, despite being a higher derivative theory, is ghost-free.Comment: 9 pages, no figures, RevTEX4; version 2: a new paragraph and a reference added to the Introduction, a new appendix added to review Pais-Uhlenbeck oscillators; accepted for publication in Class. Quant. Gra

Controle de cancro-do-enxerto (Lasiodiplodia theobromae (Pat) Griff & Maubl em seringueira utilizando-se a técnica do plantio profundo.

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Shadowing by non uniformly hyperbolic periodic points and uniform hyperbolicity

We prove that, under a mild condition on the hyperbolicity of its periodic points, a map $g$ which is topologically conjugated to a hyperbolic map (respectively, an expanding map) is also a hyperbolic map (respectively, an expanding map). In particular, this result gives a partial positive answer for a question done by A. Katok, in a related context

Efeito de extratos de plantas sobre a mortalidade de ninfas de Bemisia tabaci (Genn.) biótipo B (Hemiptera: Aleyrodidae) em feijoeiro (Phaseolus vulgaris L.).

Neste trabalho, avaliou-se o efeito do nim indiano, fumo, arruda e açafrão sobre a mortalidade de ninfas de B. tabaci biótipo B, em casa de vegetação.bitstream/CNPAF/23009/1/comt_95.pd