The current knowledge and competence level of teachers concerning gifted education in Türkiye is not well-studied that may hinder the development of need-based planning of teacher training programs. The aim of this study is to explore teachers' needs, competencies, and level of perceived knowledge in gifted education. In a mixed methods study,…

Differentiation is recommended as the best teaching strategy to nurture gifted and talented (GT) students. While numerous studies have explored teachers' perceptions of differentiating instruction for GT students in Western countries, the body of literature on this phenomenon remains small in non-Western contexts. This study attempted to…

This study aims to determine what factors the primary school teachers working with gifted students prioritize and give importance to in their curriculum designs and explore how these are reflected upon their teaching practices. The research was carried out in the fall semester of the 2020 to 2021 academic year in Türkiye, with the participation of…

Teachers' perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers' perceptions of young gifted children (aged 3-6), exploring teachers' understandings, feelings, practices, and perceived challenges. Qualitative…

Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagne's Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped…

This study explores teachers' perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to…

This preregistered study examined how a collaborative school culture and schools' collective efficacy are related to educational professionals' attitudes, personal self-efficacy, and classroom practices concerning education for high-ability students based on survey data from 875 educational professionals (teachers, counselors, and school leaders).…

Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners' needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this…

Gifted learners are usually identified as students who show higher levels of aptitude or competence compared to their peers of the same age. Their advanced abilities often require specially designed educational strategies to meet their intellectual needs. By designing educational strategies that are appropriately challenging and intellectually…

This study sought to determine the factors that motivate teachers to differentiate curriculum for gifted students in a case study school in Victoria, Australia. For this purpose, 10 teachers from Year 7-9 mixed ability classes at the school were engaged in interviews about their practice of differentiation specifically for gifted students and the…

The main purpose of the present study was to develop and apply a mathematics program that meets the academic and mental needs of gifted and talented primary school students during distance education and to test the effectiveness of the program. The current study involved 120 gifted and talented fourth-grade students, 60 of whom were in the…

In this study, we delve into the opportunities, challenges and prospects of gifted students in middle and secondary school in tapping artificial intelligence (AI). The first part introduces AI and its role in education and discusses how school students need to understand and use AI effectively. The second part examines the concept of giftedness…

We conducted a document analysis study in response to a request from district-level gifted education specialists about additional services to support their gifted high school students. Given the fact that these students are diverse in many ways (e.g., readiness, interest areas, and backgrounds such as race, ethnicity, culture, gender identity, and…

We evaluated the psychometric properties of the Classroom Practices Survey--Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its…

Multiple intelligences (MI) theory was one of the first modern theories of intelligence to be based on neural evidence. The relationship between creativity and intelligence has been a matter of debate as has the role of MI theory in gifted education. An extensive array of neuroscience evidence is reviewed as it pertains to the validity of MI…