Gifted and Talented?
David Williams
St John’s College, Cambridge, UK.
DOI: 10.4236/ce.2015.67068   PDF   HTML   XML   4,912 Downloads   6,110 Views  


While I am sure that the majority of papers in this issue will be detailed research reports, I think it may be worthwhile to offer you my recollections on how, as a child in the 1970s who will now be labelled as gifted and talented, I am helped by what must have been a very forward looking local education authority and school to enjoy and excel in mathematics and music. They show how focussed and well directed efforts by a small number of people can make a profound difference to the educational experience of a child labelled as gifted and talented without necessarily requiring significant changes to the teaching strategies for the rest of the class in which that individual finds himself.

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Williams, D. (2015) Gifted and Talented?. Creative Education, 6, 680-682. doi: 10.4236/ce.2015.67068.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bloom, B. (1985). Developing Talent in Young People. New York: Ballantine.
[2] Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2005). A Nation Deceived: How Schools Hold Back America’s Brightest Students. Iowa City, Berlin: Blank Center for Talent Development.
[3] Rogers, K. B. (2007). Lessons Learned about Educating the Gifted and Talented, a Synthesis of the Research on Educational Practice. Gifted Child Quarterly, 5, 382-396.
[4] Warwick, W. W. (1943). Mathematician’s Delight. London: Penguin.
[5] Warwick, W. W. (1959). A Concrete Approach to Abstract Algebra. London: Freeman.

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