NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)1
Since 2016 (last 10 years)6
Descriptor
Grade 66
Talent Development6
Grade 74
Grade 84
Academically Gifted3
Comparative Analysis2
Grade 42
Grade 52
High Achievement2
Interpersonal Competence2
Middle School Students2
Program Effectiveness2
STEM Education2
Scores2
Standardized Tests2
Statistical Analysis2
Student Attitudes2
Academic Discourse1
Achievement Gains1
Achievement Gap1
Achievement Tests1
Adjustment (to Environment)1
African American Students1
Anxiety1
Asian American Students1
More ▼
Source
Gifted Child Quarterly1
High Ability Studies1
International Journal for…1
Journal for the Education of…1
Reading and Writing: An…1
Roeper Review1
Author
Assouline, Susan G.2
Cederberg, Charles1
Foley-Nicpon, Megan1
Fosenburg, Staci1
Hwang, Jin Kyoung1
Ihrig, Lori M.1
Kivlighan, D. Martin1
Lane, Erin1
Lawrence, Joshua Fahey1
Mahatmya, Duhita1
Milan, Lara1
Mofield, Emily L.1
Nanji, Michelle1
Olszewski-Kubilius, Paula1
Parker Peters, Megan1
Reis, Sally M.1
Rosen, Rhoda1
Snow, Catherine E.1
Steenbergen-Hu, Saiying1
Thomson, Dana1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Education Level
Grade 66
Elementary Education5
Intermediate Grades5
Middle Schools5
Grade 74
Grade 84
Junior High Schools4
Secondary Education4
Grade 42
Grade 52
Early Childhood Education1
Grade 31
Primary Education1
More ▼
Audience
Location
California1
Illinois1
Iowa1
Italy1
Laws, Policies, & Programs
Assessments and Surveys
Bar On Emotional Quotient…1
Patterns of Adaptive Learning…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Understanding the Interplay of Psychosocial Competencies in Talent Development: Typologies and Differences for Gifted Students
Peer reviewed Peer reviewed
Direct linkDirect link
Mofield, Emily L.; Parker Peters, Megan – Roeper Review, 2022
The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables…
Descriptors: Academically Gifted, Adjustment (to Environment), Personality Traits, Psychological Patterns
The Implementation of the Schoolwide Enrichment Model in Italian Schools
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Milan, Lara; Reis, Sally M. – International Journal for Talent Development and Creativity, 2020
In this article, we describe the results of a research study investigating the effects of a programming model specifically designed to apply the pedagogy of gifted education to the overall process of schoolwide enrichment, "The Schoolwide Enrichment Model" ("SEM," Renzulli & Reis, 2014). The specific factors examined during…
Descriptors: Teaching Methods, Enrichment Activities, Talent Development, Creativity
STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-Achieving Students in Economically Disadvantaged Rural Communities
Peer reviewed Peer reviewed
Direct linkDirect link
Ihrig, Lori M.; Lane, Erin; Mahatmya, Duhita; Assouline, Susan G. – Journal for the Education of the Gifted, 2018
High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students' talent…
Descriptors: STEM Education, High Achievement, Economically Disadvantaged, Rural Areas
The Effects of a Social and Talent Development Intervention for High Ability Youth with Social Skill Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle – High Ability Studies, 2017
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Descriptors: Social Development, Talent Development, Intervention, Interpersonal Competence
Defying Expectations: Vocabulary Growth Trajectories of High Performing Language Minority Students
Peer reviewed Peer reviewed
Direct linkDirect link
Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2017
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…
Descriptors: Vocabulary Development, High Achievement, Language Minorities, Limited English Speaking
Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite
Direct linkDirect link
Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda – Gifted Child Quarterly, 2017
This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…
Descriptors: Achievement Gap, STEM Education, Longitudinal Studies, Minority Group Students