td class="tableft"><a href="http://www.actionresearch.net/writings/module/giftsandtalentswritings.html"></a></td>
<td class="tabright"><b>GIFTS AND TALENTS IN EDUCATION</b></td>
          </tr>
        <tr>
        
        <td class="tableft"><a href="http://www.actionresearch.net/writings/module/shmastersgiftsandtalents.pdf">pdf</a></td>
        
          <td class="tabright">Sonia Hutchison - My gift of authenticity as a leader - September 2012.</tr>
        <tr>
        
        <td class="tableft"><a href="/writings/module/gandtsheilahOct12.pdf">pdf</a></td>
        
          <td class="tabright">Sheila H. How do I continue to improve my practice while continuing to live my values of inclusion and equality, to ensure that learning 
          is a positive and engaging process, enabling talents and gifts to unfold as a natural part of the learning journey , particularly for learners who are disadvantaged 
          by cultural, emotional and physical barriers to learning? - September 2012</tr>
        <tr>
        
        
        <td class="tableft"><a href="/writings/module/amyskusegandtined010110.pdf">pdf</a></td>
        
          <td class="tabright">Amy Skuse - How have I developed my own personal views of Gifts and Talents in education and how does this influence what I do in the classroom? January 2010.          </tr>
        <tr>
        
        <td class="tableft"><a href="/writings/module/gwilliamsgandtfinal.pdf">pdf</a></td>
        
          <td class="tabright">Gary Williams - Who's Kidding Who? How can I use my interpretation of the story of gifts and talents to help children interpret their own? January 2010.</td>
          </tr>
        <tr>
        <td class="tableft"><a href="/writings/module/gwilliamsgandtfinal.htm">htm</a></td>
          <td class="tabright">Gary Williams - Who's Kidding Who? How can I use my interpretation of the story of gifts and talents to help children interpret their own? January 2010.</td>
          </tr>
        <tr>
        <td class="tableft"><a href="/writings/tuesdayma/claireformbygandtsept09opt.pdf">pdf</a></td>
          <td class="tabright">Claire Formby - How can I improve my practice as an educator to offer learners a creative and challenging curriculum which enables everyone to identify
and develop their own talents and which also makes space for the nurturing of relationships to enable individual growth in understanding and self esteem? 2009</td>
          </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/crippslgandta0809.pdf">pdf</a></td>
          <td class="tabright">Louise Cripps - How can I clarify my responsibility as a Headteacher as I provide opportunities to enable all children in the school to create talents? 2009 </td>
          </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/jmgt2008.htm">htm</a></td>
          <td class="tabright">Joy Mounter - How can I work within the government's perspective of 'Gifted and Talented' but still remain true to my own living values? 2008</td>
          </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/jmgt2008opt.pdf">pdf</a></td>
          <td class="tabright">Joy Mounter - How can I work within the government's perspective of 'Gifted and Talented' but still remain true to my own living values? 2008</td>
          </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/kkgtunit2008.htm">htm</a></td>
          <td class="tabright">Kate Kemp - How have I come to recognise and develop my talents which are my gift to my colleagues and pupils? 2008</td>
          </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/kkgtunit2008.pdf">pdf</a></td>
          <td class="tabright">Kate Kemp - How have I come to recognise and develop my talents which are my gift to my colleagues and pupils? 2008</td>
        </tr>
        <tr>
          <td class="tableft"><a href="/writings/masters/ninaclaytongandt.htm">htm</a></td>
          <td class="tabright">Nina Clayton - How am I using my own understanding and development of gifts and talents to promote the learning of children? 2008</td>
        </tr>
        <tr>
          <td class="tableft"><a href="/writings/masters/ninaclaytongandt.pdf">pdf</a></td>
          <td class="tabright">Nina Clayton - How am I using my own understanding and development of gifts and talents to promote the learning of children? 2008</td>
       </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/scgandtnov08.htm">htm</a></td>
          <td class="tabright">Sally Cartwright - How can I enable the gifts and talents of my students to be in the driving seat of their own learning? 2008</td>
        </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/scgandtnov08.pdf">pdf</a></td>
          <td class="tabright">Sally Cartwright - How can I enable the gifts and talents of my students to be in the driving seat of their own learning? 2008</td>
        </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/vickytuckerg&t.pdf">pdf</a></td>
          <td class="tabright">Vicky Tucker - A response as to how my involvement with the Gifted and Talented programme initiated by Bath and North East Somerset has made me re-assess my living educational values and beliefs, thus influencing my delivery and provision for the SEBD students with whom I work. 2008.</td>
        </tr>
        <tr>
          <td class="tableft"><a href="/writings/tuesdayma/roshurfordg&t.pdf">pdf</a></td>
          <td class="tabright">Ros Hurford - How does using philosophy and creative thinking enable me to recognise and develop inclusive gifts and talents in my pupils? 2008.</td>
        </tr>
        <tr>