Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students' growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated…

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of…

This study was conducted from a perspective that adopts a broad vision of mathematical talent, defined as the potential that a subject manifests when confronting certain types of tasks, in a successful way, that generate creative mathematical activity. To analyse this, our study proposes a Praxeological Model of Mathematical Talent based on the…

Bogotch (2002) proposed that educational leadership cannot be separated from social justice, and this is a sentiment that is taken to heart at an urban Title-1 school district in Houston, Texas. To intentionally address the need for such alignment between mission and practice, the district implemented a recruitment and talent development…

With recent increased attention to engaging students in written mathematical communication, the Elementary Mathematical Writing Task Force has recommended specific types of and purposes for mathematical writing with the ultimate goals of communicating and reasoning: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.…

This case-study explores the impact of a 12 week in-class intervention designed to encourage creativity, inquiry and exploration as a normal and expected part of mathematics lessons, with a particular focus on supporting the learning of highly capable and gifted students. Fred is a mathematically highly capable grade five student whose personal…

The purpose of this qualitative study was to provide empirical evidence of the extent to which the types of tasks recommended by Sheffield for eliciting characteristics of mathematical promise allowed for the manifestation of these characteristics in primary-grade students within a problem-based learning (PBL) context. Data included student work…

Gifted students with spatial strengths have areas of remarkable talent but are often overlooked, underidentified, and underserved in American schools. Their preference for learning through imagistic reasoning conflicts with traditional verbal instructional techniques typically used in schools. To better serve these students who have the potential…

Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus…

Several decades ago, V. A. Krutetskii conducted a multiyear study to investigate the various types of thinking that academically advanced, or as he called them, gifted mathematicians used. Following an in-depth look at Krutetskii's nine ways of thinking, a model is proposed that will provide direction for teachers in selecting problems. The model…

As society grows more cooperative, the importance of finding emerging leaders has become incrasingly crucial. Not only should these potential leaders be identified, but their talents need the opportunity to develop. Leadership education continues to be a concern in gifted education but remains an abstract concept that is often ignored in school…