The purpose of this study was originally to create an operational definition of the "appearance of competence" to design valid questions for educational professionals supporting twice-exceptional (2e) learners to create a testing instrument. Through the methodological process of grounded theory, a replacement research question emerged as…

The aim of this research is to examine the relationship between higher order thinking skills and critical thinking of gifted talented students, as well as the opinions of teachers who are teaching gifted talented students about the transfer of higher order thinking skills from curriculum to the gifted talented students. Mixed method was used in…

Educators, including teachers and administrators, have a responsibility to increase knowledge and achievement for all students. Gifted students who demonstrate increased abilities and proficiencies are often given less attention as schools continue to increase their focus on the lower quartile of students. To address this need, gifted programs are…

Intellectual giftedness is an important student characteristic that teachers need to take into consideration when designing education programs and providing educational support to these students. Effective nomination and identification are the basis for further education. In nominating gifted students for special educational programs, teachers…

Background: Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils'…

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in…

Gifted education is of utmost importance in the development and growth of intellectually advanced students; however, it often encounters various obstacles that hinder its effectiveness. This research delves into the perspectives of teachers regarding the overcoming of these barriers to providing effective gifted education. Employing qualitative…

The role of creativity in teaching gifted children is essential for gifted students to develop their high abilities and creative potential. Teaching and fostering creativity and creative thinking within other academic domains can provide opportunities for excellence and achievement within students' talent development and interests. This manuscript…

This study examined the relationships between teacher experience and perceptions of gifted characteristics. Teachers are the primary source of student referrals for gifted placement and service; therefore, understanding the relationships between teacher perceptions and their work experience is important to understand possible barriers to gifted…

Teachers' perceptions, attitudes, and opinions about students, curricula, or evaluation methods contribute to the development of students' talents. Thus, researchers often collect data from teachers to identify gifted students, determine educational practices to meet the students' needs and assess gifted education programs. Researchers often…

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the…

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the…

This dissertation investigated teacher perceptions of the Advanced Academics Review and Referral process within a large urban school district. The study focused on the elementary level of implementation of the district process for identifying students for gifted education/advanced academic services. The study discloses gaps in teachers'…

The present study aimed to update the state of knowledge and attitudes of teachers concerning gifted students and their educational needs in the Netherlands. Additionally, this study aimed to gain insights into teachers' professional development (PD) needs regarding giftedness, taking teachers' knowledge and attitudes concerning this topic into…

12 teachers, representing five schools in a district, shared via individual interviews their insights regarding giftedness and the needs of gifted students. These interviews explored the characteristics of giftedness and gifted education, the needs participants identified through their experiences with their students, the choices participants made…