The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6-12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and…

Academic acceleration of intellectually precocious youth is believed to harm overall psychological well-being even though short-term studies do not support this belief. Here we examine the long-term effects. Study 1 involves three cohorts identified before age 13, then longitudinally tracked for over 35 years: Cohort 1 gifted (top 1% in ability,…

This study examined Finnish elementary school teachers' (N = 212) attitudes toward the gifted and their education. On a general level, teachers' attitudes toward gifted education were slightly positive. Teachers saw that gifted students have social value and that they need special services. The results of teachers' attitudes toward specific gifted…

Providing an optimal match in the pace of instruction and level of content increases student engagement and is essential for all students. And while the idea of optimal match makes sense educationally, it can be challenging to determine what pace and level of instruction is optimal for gifted students. Fortunately, there is an effective,…

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…

In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students.…

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination…

Policy research in gifted education has occurred at much lower rates than other areas of research within the field, such as identification and talent development. However, without changes and implementation of these policies, systematic change is unlikely to occur. Therefore, the purpose of this article is to argue that policy research should be a…

The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted…

The purpose of the present work is to rethink, in the university context, the concept of genius, related to the high intellectual abilities associated with intelligence; also, to connect the idea of entrepreneurial competences, such as leadership or social commitment. The hypothesis is that a university genius is defined by his high creative…

This article focuses on cluster teachers' differentiation of their classroom instructional practices within an urban setting. Data were gathered from classroom observations of the learning task, questioning, and the classroom environment; ratings of observations using the "Classroom Instructional Practices Scale;" and interviews with…

This study aimed to evaluate educational services offered for Syrian gifted refugee students in Jordanian schools from the point of view of schools' principals or educational supervisors. The researchers extracted validity and reliability indicators from the Arabic translated form of the National Association for Gifted Children (NAGC) standards.…

The purpose of this study was to examine mathematically able female adolescents' perceptions of their accelerated mathematics programs. To this end, eight female adolescents were asked to reflect retrospectively in response to a self-administered questionnaire on their perceptions and experiences of a secondary accelerated mathematics program and…

Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 = g = 0.30), cross-grade subject grouping (g = 0.26), and special…

Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N = 16) of a group of New Zealand students (N = 12) who were accelerated a full year in…