Abstract
This is a well-organised, well-researched book that is also very well-written – the reader is immediately drawn into the text because, from page one, it is exciting to read. This is a refreshing change from many ‘academic’ texts that are written in a style that is supposedly in the traditional (and often dull) style of academic writing.
The writers have critically explored a vast array of issues with regard to the education of the more able. They convey their passion and concern for the needs of learners who need and deserve appropriate educational opportunities which challenge and stimulate their thinking – as is well-known, both motivation and the drive to learn are maintained through appropriate challenge for all learners across the full range of abilities.
The term ‘more able’ is defined within the concept of academic ability, but importantly, this conception derives from the belief that all learners need equal opportunities to discover their strengths. In particular, the issues with regard to socio-economic disadvantage and racial/gender bias are confronted.
The book is a practical text fulfilling its subtitle of ‘what works and why’. The writers argue that too much (often sterile) debate has taken place about definition, identification, and genetics versus environment, whereas studies of good school/classroom practice have not been given enough attention.
The writers analyse the perennial debates around issues such as acceleration, curriculum compacting, enrichment, summer schools, teacher training, etc. but they ground their analysis in successful schools and programmes that actually have made a real difference to the development of more able learners.
Various countries’ programmes are evaluated, for example, in Australia, Europe, the Far East, UK, and USA. The critical factors that emerge are the importance of the insightful, supportive mentoring relationship between teacher and learner, and the respect for learners’ voices with regard to what constitutes appropriate depth and breadth for their learning assignments.
The most significant message that comes through the text is the scattered but collective power of the, often small but significant educational ‘bonfires’, that light up best practice worldwide. Furthermore, the writers have portrayed these ‘bonfires’ in ways that will inspire other teachers to take some calculated, informed risks with a rigid ‘stand and deliver’ pedagogy that seeks to instruct learners within often outdated and irrelevant content.
This book is commended to all parents, teachers, advisers and administrators, and poses a challenge to them to audit their values and practice with regard to education. It should also be added that able learners at upper primary through secondary phases would understand selections from the text, and be inspired to debate what they understand as ‘best’ practice with regard to their social, emotional and cognitive needs.