The present qualitative case study examined the perceived effects of gifted teachers' perceptions on gifted students' engagement in the general education classroom. The study focused on how these perceptions affected how gifted teachers present academics to gifted students, particularly those not engaged in the lessons proposed by the teacher. The…

The purpose of this quantitative, correlational-predictive study was to assess if and to what extent second-grade student race (operationalized as minority status) and student socioeconomic status (operationalized as eligibility for Free and Reduced Lunch) predict second-grade student classification as gifted under two scenarios: using the current…

Early mathematical learning for students that exhibit typical gifted characteristics, including precocity and sophisticated math ability, should have opportunities to expand their thinking capacities through enrichment and/or advanced coursework that allows them to reach their full potential. Effective programming interventions allows for…

The purpose of this study was to examine the perception, confidence and awareness levels of teachers to overcome the underrepresentation of English Learners in high ability programs in the State of Indiana. This was done by examining the status of teacher perception and confidence levels based on three levels of awareness: high ability…

The issue of equitable representation of students from culturally, linguistically, and economically diverse backgrounds in gifted programs has challenged scholars and practitioners alike for decades (e.g., Feiring et al., 1997; Ricciardi et al., 2020; VanTassel-Baska et al., 2007). One effort to address this issue that has yielded promising…

Anxiety disorders are the most common mental health disorders among children and adolescents. In addition, anxiety is strongly connected to academic performance, poor social functioning, and specific learning disabilities. The current study aimed to explore anxiety in new first-fourth grade students identified with learning difference(s) after 1…

Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of…

The purpose of this study was to (a) evaluate and discuss strengths and weaknesses in the current system of identifying gifted students and (b) investigate the effectiveness of using the Naglieri Nonverbal Abilities Test to identify underrepresented and gifted minority students in grades one through five in Central Mississippi. The study consisted…

Although there is a Federal definition of gifted and talented students, there are few state policies regarding identification of and services for students in kindergarten, first, and second grade. Most school districts do not begin their gifted programs until the third or fourth grade. Consequently, identification and implementation of appropriate…

The purpose of this study was to conduct a program evaluation of a K-5 Gifted Education Program. Program evaluation addressed how well the gifted education program studied met the National Association of Gifted Children standards. In addition, this study included stakeholder perceptions of the current gifted education program K-5. This program…

This study involved the investigation of the effects of the Total Cluster Grouping Model on the achievement and identification of urban, elementary students and to learn about the classroom practices of and perceptions classroom teachers had of their students' ability levels over the course of the study. Proportionality of representation in…

Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to be tailored to boost the higher-level achievers and balance the gaps. This study examined the attitudes and actions of regular and gifted teachers…

The need for improved reading levels of students in elementary school is consistently documented in the literature. As a partial solution, some authors posit that students who participate in literacy instruction in a classroom with gifted students may achieve higher advancement in reading ability. Guided by theories of social learning and…

This case study examined ways elementary school students from diverse populations (minorities and children from low socioeconomic status environments) were included in a talent development program, and determined if that inclusion proved to be beneficial for gifted identification. With intentional regard for the idea of talent development, this…