A practical guide to identifying gifted underachievers and enabling
them to fulfil their potential, raising whole school standards.
* Extensive new content includes the latest best practice in
addressing able underachievement
* Explains the origins of underachievement, both overt and
covert, especially in more able learners – provides a model that
identifies a range of factors that conspire to lower
achievement
* The UK Government’s 2005 White Paper ‘Higher Standards, Better
Schools for All’ set specific provision for Gifted and Talented
(G&T) – there are similar programmes in all developed
countries
* The editor is a leading researcher in G&T education –
contributors include Belle Wallace, Barry Hymer and Ian Warwick,
the foremost practitioners in the field
Table of Content
Preface vii
Biographies xi
I THE NATURE AND IDENTIFICATION OF UNDERACHIEVEMENT AND THE GENERAL PRINCIPLES AND PRACTICES IN RAISING ACHIEVEMENT
1 Why Do the Gifted and Talented Underachieve? How Can Masked and Hidden Talents Be Revealed? 3
Diane Montgomery
2 Literacy, Flexible Thinking and Underachievement 41
Joan Freeman
3 What Do We Mean by an ‘Enabling Curriculum’ That Raises Achievement for All Learners? An Examination of the TASC Problem-Solving Framework: Thinking Actively in a Social Context 59
Belle Wallace
4 How Can Inclusive and Inclusional Understandings of Gifts/Talents Be Developed Educationally? 85
Jack Whitehead and Marie Huxtable
5 Effective Teaching and Learning to Combat Underachievement 111
Diane Montgomery
6 Changing the Teaching for the Underachieving Able Child: The Ruyton School Experience 155
Lee Wills and John Munro
II IDENTIFYING AND MAKING PROVISION FOR DIFFERENT GROUPS OF UNDERACHIEVERS
7 Understanding and Overcoming Underachievement in Women and Girls – A Reprise 185
Carrie Winstanley
8 Understanding and Overcoming Underachievement in Boys 201
Barry Hymer
9 Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners from
Under-Represented Communities through Partnership Working 219
Ian Warwick
10 Gifted and Talented Children with Special Educational Needs – Underachievement in Dual and Multiple Exceptionality 265
Diane Montgomery
11 Using Assistive Technologies to Address the Written Expression Needs of the Twice-exceptional Student 303
William F. Morrison, Tara Jeffs and Mary G. Rizza
12 Case Studies of Three Schools Tackling Underachievement 327
Diane Montgomery
Index 345
About the author
Professor Diane Montgomery, Ph D, is emeritus professor in
Education at Middlesex University, London. She is a qualified and
experienced teacher and teacher educator. Her doctorate was in
improving teaching and learning, and she is a chartered
psychologist specializing in research on giftedness and learning
difficulties. She authored and ran three distance education MA
programmes for Middlesex where she was formerly Dean of Faculty of
Education and Performing Arts and Head of the School of Education.
She writes MA Gifted Education, MA SEN, and MA Sp LD (Dyslexia)
programmes and runs the Learning Difficulties Research Project from
her home in Essex. She has written more than 20 books and many
articles on a range of education topics. She lectures nationally
and internationally.
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