The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term "giftedness" are longstanding. Despite many years of efforts to assuage concerns of equity and need--many of which are legitimized by research evidence, the terminology continues…

In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think…

There is a need to expand the pool of talented science, technology, engineering and mathematics (STEM) professionals who come from underrepresented backgrounds. The W.E.B. Du Bois Scholars Institute's Accelerated Learning Academy (ALA), which operated as a three-weekend online STEM program in 2021, provided high-achieving tenth, eleventh and…

The first part of this article considers the challenge of supporting pupils to write creatively about the natural world. It examines a text by a gifted young writer: "Diary of a Young Naturalist" by Dara McAnulty. It asks what the challenges might be for pupils who may be motivated to model their writing on McAnulty's, but have limited…

This article addresses first what students and professionals "know and do not know" about cultural competence and anti-racism. The authors then focus on dispositions (what students and professionals "want" to know and "do not want" to know), and then skills (e.g., strategies, techniques, resources). They suggest that…

Serious identification of the gifted started with the work of Lewis Terman early in the 20th century. Terman's model, based largely on IQ, may have made sense in the early 20th century, but it no longer makes sense today. The problems that society needs its gifted individuals to solve in the 21st century require much more than IQ--in addition to…

The transition from school to university presents novel demands for all students. Although this educational milestone has been addressed by scholars, particularly those interested in the study of higher education, there is a dearth of literature regarding gifted students' experience of their handling demands of first-year university. In the…

Children with significantly advanced development are not a tiny minority. Although some 8-15 percent of young children fall into this category, teachers in the early grades identified only 2 percent of such children. Characteristics of preschoolers who learn at an accelerated pace and guidance in supporting them are readily available in the…

This article shares narratives, or learning-informed stories, of young gifted learners. The purpose of the article is to document exceptionalities of the youngest gifted learners, supporting advocacy, and to demonstrate the merit of narrative approaches to assessment. Narrative assessment, including learning stories, is particularly useful for…

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on…

Adam, an 11th grader, was identified as gifted and accepted into a two week summer enrichment program. He signed up for "Geometry with Flash Programming." He had no prior programming experience but had a strong and healthy self-image as mathematics student. Although Adam had a positive attitude toward mathematics and saw himself as a successful…

This article attempts to explain why it is that in England, despite twentieth-century moves towards egalitarianism in education, the selection and segregation of those regarded as being gifted, talented, or of higher ability in better resourced schools and programmes is now increasingly acceptable. Explanations for moves away from attempts to…

The Council for Exceptional Children (CEC) recognizes the impact that Response to Intervention (RTI) can have on the education of all children, roles of special educators, as well as on the special education system. Special educators play an integral role and have a strong and clear identity in the RTI process. As such, this brief presents CEC's…

Contends that the general development acquired in preschool provides the foundation for a child's acquisition for any specialized kind of knowledge and assimilation of various activities. Views the organization of public preschool education as the creation of equal starting conditions for the shaping of the preschooler's personality, particularly…

A three-credit graduate course was developed to train school administrators on planning and managing programs for the gifted/talented. Compared to controls, 45 administrators who received the training gained more knowledge about educational programing for the gifted and developed more favorable attitudes toward gifted youth and programing for…