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…

In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a…

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…

Project OCCAMS (Online Consortium for Accelerating Middle School) developed and piloted an accelerated curriculum through a design-based research approach combining the Integrated Curriculum Model, principles of culturally responsive instructional design, and extensive compacting. The program created a pathway for diverse middle school students to…

A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside…

Students are active in shaping the implementation of any curricular intervention. At Paradise Valley Unified School District (PVUSD), more than 1,500 students in Grades 1 to 6 were recipients of the William & Mary English Language Arts (ELA) curriculum units. In this article, we share students' perceptions related to the following three…

The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the "standard"…

This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

Recent research suggests some teachers may not have a wide range of teaching and learning strategies for their most proficient mathematics students, which could impact on these students' learning and ongoing improvement in performance. This paper outlines the different drivers of high achievement and explores the main curriculum differentiation…

In this response to Joan Freeman's "A Quality of Giftedness," Have Vidergor states that provisions for gifted, talented, and excellent students should be offered by regular schools, taking into consideration levels of giftedness, offering a variety of interdisciplinary elective courses and subjects to about 20% of the school population,…

The present paper provides an overview of the current national legislation, policies, curriculum and practice relating to gifted education within Scotland. It begins by providing an overview of the national context and historical background that, to this day, underpin the egalitarian ethos that permeates Scottish education. We discuss how…

There has been a cry of alarm about the need for a new generation of thinkers, innovators, linguists, and creative problem solvers to meet the demands of the 21st century global economy and our national security needs. Thus far, the response to the clarion call has been underwhelming. The nation has not yet committed itself to changing K-12…

It is difficult to say exactly when or how ideas originate and if and why they earn acceptance, but this author believes his theories evolved because of his background as an educator and a pragmatist who believes "validating" an idea through practical implementation is as important as the idea itself. For the author, there are considerable…

In this reflective conversation, Dr. Joe Renzulli and Dr. Sally Reis respond to questions about the newly developed Renzulli Learning System. They discuss the system in light of the Schoolwide Enrichment Model (SEM) and provide information regarding its use with curriculum compacting and Renzulli's "Three Ring Conceptualization of…

As the current issues about the nature and quality of education are disseminated through the media, gifted students are privy to these issues and educators should be concerned about the intellectual and affective consequences they might have on this population of students. Teaching gifted students to become politically savvy enables them to…