William & Mary's Center for Gifted Education's mission is to foster talent development of high-ability individuals over their lifespan. This article highlights the Center for Gifted Education's programs and offerings to develop leaders in the field of gifted education and talent development. This article details professional learning programs…

This study investigates ways to improve the quality of higher education in Ukraine through coaching. The psychological aspects of self-development and professional self-realization of teachers through coaching were examined: motivation factors, emotional intelligence, reflection, and self-awareness were analyzed as integral components of coaching.…

Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of such an agenda is the school leader's capacity to make professional learning decisions that best support the professional learning needs of their teachers. Thus, this paper investigates the extent to which principals' control to make professional…

The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…

The study aimed to conceptualise the key competencies for academic employees in the current dynamic South African higher education environment. Key competencies that enable these employees to perform and meet their work challenges in the dynamic environment they operate in need to be identified to ensure relevant talent and performance management…

Faculty Research Development (FRD) in higher education institutions (HEI) is often implemented haphazardly and rarely evaluated. In this paper, we introduce a robust assessment framework (CERTi) that utilizes an overarching (Macro-level) adult-learner faculty-centric theoretical framework which incorporates using qualitative, quantitative, and…

Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers' PCK and skills with gifted and high-potential students. These…

Despite the rise of mainstream higher education institutions, minority groups who have attended these institutions experienced challenges of retention, persistence, and low graduation rate. Because of these issues and others, such as segregation and racism, minority groups such as African and Native Americans found an opportunity to self-educate…

This article provides a description of partnerships with Austin Public Schools supporting gifted education and the lessons learned.

In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent…

Programs for gifted and talented education should be guided by research-based practices, but states' policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to…

The focus of this theoretical article is to critically analyze and expound upon the impact of educational and learning capitals on the education of gifted students in Jordan. The article begins by offering a comprehensive examination of the educational system in Jordan, and providing an overview of the present state of gifted education within the…

This study draws from the SHRM and TCEL literature to apply an HR systems typology to categorize school districts based on their personnel policies. The researchers descriptively examine whether types of HR systems are related to district demographics and outcomes. Sources for analysis included a comprehensive review of sample district's websites,…

Effective professional learning (PL) practices are essential for promoting experienced and talented teachers' continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member…

The Wake County Public School System's AIG 2019-22 Plan is designed to meet the academic, intellectual, social, and emotional needs of gifted and advanced learners with a focus on providing equitable access to AIG programming. To examine progress towards achieving the plan's goals, a descriptive study utilizing a variety of data sources was…