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Mirror Gazing: From Critical Reflection Toward Evaluation

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  • Julie Landvogt
  • Lynne Kelly
  • Richard Koch
  • Sarah Harvey

Abstract

As our understanding of talent development becomes increasingly multi-faceted, the programs designed to nurture that development also become more complex. Researchers and practitioners alike have called for the opportunity to share perspectives and to become more reflective about their work: to have the opportunity to see what it is they are doing in order to explore how effective it is and for whom. This article reports on the development of a process combining reflective practice and evaluation within a developing program for gifted students. The goal has been to find a way that allows practitioners to decide what is to be evaluated, while ensuring that reflection is constructive and manageable.

Suggested Citation

  • Julie Landvogt & Lynne Kelly & Richard Koch & Sarah Harvey, 2000. "Mirror Gazing: From Critical Reflection Toward Evaluation," Gifted and Talented International, Taylor & Francis Journals, vol. 15(2), pages 92-102, September.
    • Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:92-102
    DOI: 10.1080/15332276.2000.11672938
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