Gifted & Talented Pocketbook Teachers’ Pocketbooks, 2009

Extracts from reviews:
“I was blown away by this book! Delighted, tickled, and inspired.  I LOVE IT, and can't say enough good things about it. Thoughtful, wise, informed, and responsible, but simultaneously bursting off the page with creative ideas, inspiration, and support for teachers everywhere. I will be recommending it to everyone I know, and expect that it will take off like a rocket. It is an extraordinary new book, as fresh and innovative in its presentation as in its content. Barry Hymer has managed to condense current research findings, theory and wisdom on how giftedness and talent develop, and put it all together in an inspiring teacher-friendly format, stuffed with delightful cartoons and realistic case studies that illustrate and illuminate the complex concepts under discussion. It may well transform how giftedness is understood and fostered – it’s a little work of genius!”
Prof Dona Matthews, formerly Director of the Center for Gifted Studies and Education at the Hunter College, City University of New York
*****
“This is a wonderful book. It's fascinating, it's profound, and it's practical!”
Prof Carol Dweck, Stanford University
*****
“Barry Hymer presents a model for gifted and talented education that is truly inspiring and inclusive. He builds on the belief that giftedness is not fixed, but the outcome of robust and independent thinking, where challenge and perseverance are both relished and valued. This book will provide you with compelling supporting evidence and wonderfully simple and effective strategies that you can implement immediately in the classroom.”
Julie Winstanley, Headteacher, Colne Engaine CE VA Primary School
*****
“Easy to read and entertaining, yet succinct and hard hitting. Provocative, questioning, informative, supportive, and, as always, evidenced and respectful. It's also all about you - people can identify with it, so will be intrigued. I can appreciate the hours of thinking and reworking that must have gone into its simplicity.”
Jan Hughes, formerly G&T Adviser, Doncaster LA
*****
“A marvellously lucid and engaging introduction to the 21st century way of thinking about giftedness. Every G&T teacher should have a pocket for it!” Prof Guy Claxton, Co-Director, Centre for Real-World Learning, University of Winchester.
*****
“At last! A book on G&T that is inspiring, It’s based in sound educational values and fundamental evidence about learning!”
Chris Watkins, Reader, London Institute of Education
*****
“I would like to recommend this book to both primary and secondary lead teachers for G&T who have whole school responsibility for G&T provision. Additionally I would suggest that all subject leaders and coordinators of subject specialisms would find this immensely useful when reflecting on good practice in their particular subject area. They will find clear introductions to several original ways of thinking about this field and it will give many new threads to pick up and develop further. What is distinctive about Barry’s approach is that he is not simply advising on work with gifted and talented young people as an elite group; rather he aims to challenge us to consider a broad philosophical and consequent pedagogical position on education as a whole. This is a great strength and is revealed consistently through all his writings.
Pat Hannam, County Inspector for RE and History, Hampshire LA
*****

Gifted & Talented Learners: Creating a Policy for Inclusion By Barry Hymer with Deborah Michel NACE/Fulton 2002
Extracts from reviews:
“A wonderfully holistic and inclusive approach to this area. I do recommend it.”
Roger Sutcliffe, President of SAPERE and ICPIC (International Council for Philosophical Inquiry with Children), and Vice Chair, Values Education Council
*****
“This informed and provocative book … is more than a guide to creating a policy for inclusion – it presents pointers towards a vision of a reflective community of learners characterised by self-questioning attitudes which are modelled in the authors’ own approach.”
Prof. Robert Fisher, Director of the Centre for Research in Teaching Thinking, Brunel University
*****
“The book is an excellent combination of principles, research, practice and anecdote which should do much to enthuse a somewhat jaded teaching profession.”
Prof Colin Richards, St Martin’s College, formerly Honorary Professor, University of Warwick, HMI, Staff Inspector (DES) and Specialist Adviser (OfSTED)
*****
“A sensitive exploration of what kind of educational experiences schools should be developing …. The recommendations are very practical and within the grasp of any school that aims to develop an education based on the best theories of how children learn effectively – and how teachers teach effectively.”
Belle Wallace, President of the National Association for Able Children in Education (NACE) and Editor of Gifted Education International
*****
“An excellent text. It is good to see argument from (and towards) principles at work again, after the shallow, self-justificatory cycles of outcomes-based education.”
Prof Clive Millar, formerly of Cape Town University’s Centre for Extra-Mural Studies
*****
“This practical yet thought-provoking book is good value for money in terms of discussion material to inform policy and practical structures for the implementation of those policies.”
Helen Paterson, Headteacher, Liphook CE Junior School, Hampshire
*****
“This well-written book will take our movement further and is a major contribution to the literature. I am pleased to recommend it to parents, teachers and other educational professionals.”
Dr David George, Educational Consultant & Founder President of NACE
*****
“I thoroughly recommend this deeply thoughtful and readable book.”
Helen Wilson, Senior Lecturer, Research Centre for Able Pupils, Oxford-Brookes University