This quantitative quasi-experimental study, adopting a pretest/post-test control/treatment group design, investigated the efficacy of instructional strategies for developing divergent thinking in gifted and talented students within K-6 heterogeneous cluster classes. It specifically explored the problem of insufficient evidence-based approaches for…

This qualitative, phenomenological case study addresses a notable gap in the existing research literature on the impact on the end-users of a creativity training course with a simulated field experience to support public school teachers' creativity development. Specifically, the study examined the phenomenon of creativity of two K-12th grade…

The purpose of this qualitative descriptive study is to explore educators' descriptions of gifted learners' academic abilities and gifted behaviors (above average abilities, task commitment, creativity, and gifted behaviors in the classrooms) when completing academic tasks in the Western and Midwestern regions of the United States. The study's…

In 1972, visual arts giftedness was recognized as an aspect of giftedness that needed to be nurtured and developed (Marland, 1972). However, students with gifts and talents in visual arts continued to be overlooked in the field of gifted education. Addressing these gaps in the field of gifted art education, I conducted a mixed methods study to…

This quantitative study examined the relationship between well-being and stages of the creative process, including problem identification and construction, idea generation, and idea evaluation among gifted young adults (n = 173). A sample of college honors students responded to multiple measures of well-being, creative problem-solving tasks, the…

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general…

The purpose of this study was two-fold. First, to determine the level of teacher desire for professional development in competencies needed to teach gifted learners, and second, to identify differences in the level of teacher desirability as it related to a number of independent measures (gender, life stage, teacher concerns, primary teaching…

The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because…

The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness is not a suspect class in equity concerns (Leslie, 2009). Therefore, a research base that measures the impact of well-designed practices on student outcomes may serve as the strongest…

Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system. Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template…