Every school has students who possess exceptional abilities; who can be considered gifted and talented. Students with special gifts and talents come from all cultural and linguistic backgrounds (Cohen, 1990). Yet as the number of Hispanic English language learners increases across the country, the number identified as gifted remains the same…

This article presents and analyzes policies in identification and provisions in England with respect to gifted education. England has developed a national policy to provide services to identified students. Surveys and interviews with teachers illustrate how implementation of both identification and provision policy elements were handled. Although…

This article outlines findings of a study that investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students. While there are no specific policy or formal school practices for gifted students in Lebanon, education is nonetheless highly regarded. The aim of the study was to determine whether there were…

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of…

In this reflective conversation, Ugur Sak discusses the current "state of the art" of gifted education in Turkey. He reviews the use of enrichment, discusses acceleration and reviews curricular procedures in Turkey. He responds to questions about the identification of gifted students and discusses the age old debate of talent versus…

Many people correctly believe that a majority of innovators come from the population of gifted and talented children. If we want to develop innovative abilities of the gifted, then a special, new direction in gifted education is needed: innovation education. This article introduces innovation education, which refers to a wide range of educational…

While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents' associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children,…

Who, rather than what, decides what giftedness is? The academic world traditionally focuses on theoretical descriptors whereas society as a whole is more interested in practical function. This partly divided focus is becoming increasingly critical and problematic as economies are becoming global and the political objective is to create a knowledge…

Knowledge regarding giftedness and gifted education is supplied by different sources of information and different research paradigms. Particularly relevant approaches are here the psychometric paradigm, the expert-novice paradigm, and the explanatory approaches from cognitive sciences, also the quasi-experimental social and developmental studies…

This article outlines the use of Gagne's (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their…

Talent Development Centers are just one of many tools every family, teacher, and gifted advocate should have in their tool box. To understand the importance of Talent Development Centers, it is essential to also understand the Academic Talent Search Program. Talent Search participants who obtain scores comparable to college-bound high school…

Large-scale sequential research developments for identification and measurement of giftedness have received ample attention in the West, whereas India's response to this has largely been lukewarm. The wide variation in parents' abilities to provide enriched environments to nurture their children's potential makes it imperative for India to develop…

As school psychologists move from dichotomous categorizations of students as "gifted" or "nongifted" toward a more comprehensive approach to identification, their task becomes increasingly complex. In the present article, the authors outline practices at the planning, programming, and data collection stages of the identification process in hopes…

Parent recognition of mathematical giftedness and involvement in their children's mathematics education is the focus of this case study. Data were collected from the parents of 15 children (aged 10-13 years) identified by their schools in New Zealand as mathematically gifted and talented. Many of the parents identified their child's propensity for…

The small-scale study reported here sought to ascertain the experiences of talented undergraduate students across four faculties within one university in New Zealand. Thirty-eight undergraduate participants from the four faculties were identified by 16 staff participants based on criteria used by the academic staff in their respective faculty,…