Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/11495
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dc.contributor.authorBrady, M-
dc.contributor.authorKoshy, V-
dc.date.accessioned2015-10-19T13:44:17Z-
dc.date.available2013-
dc.date.available2015-10-19T13:44:17Z-
dc.date.issued2014-
dc.identifier.citationGifted Education International, 30 (3), pp. 254-262en_US
dc.identifier.issn0261-4294-
dc.identifier.issn2047-9077-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11495-
dc.description.abstractThis paper, as part of an on-going study looking at the impact of gifted and talented policies on an inner-city school, explores the role of the local authority in implementing the various gifted and talented initiatives since 1999, when local authority gifted and talented co-ordinators were first appointed under the Excellence in Cities (DfEE, 1999) programme.en_US
dc.language.isoenen_US
dc.subjectGifteden_US
dc.subjectPolicy in UKen_US
dc.subjectLocal Authorityen_US
dc.titleReflections on the implementation of the Gifted and Talented policy in England, 1999–2011en_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1177/0261429413486862-
dc.relation.isPartOfGifted Education International-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
pubs.volumeforthcoming-
Appears in Collections:Dept of Education Research Papers

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