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…

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,…

A relatively pervasive "silence" exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research…

This study investigated middle school students' beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n…

To develop Science, Technology, Engineering, and Mathematics (STEM) talents, both researchers and policy developers recommend that educators begin early. In this randomized study, we document the efficacy of teacher professional development and a rich problem-based inquiry curriculum to develop the science talent of elementary students. The…