To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted…

A recent study claiming to provide a basis for gifted education to drop the construct of overexcitabilities in favor of the construct of openness to experience and align itself with the Five Factor Model and a talent development perspective on gifted education is shown to be without merit. An analysis shows that the study supports the conclusion…

"Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk…

Creative, motivated, and high-achieving students are found in every college and university, but not all of these students participate in honors programs which might support their talent development. This comparative case study investigated the perceptions of 10 participants who completed university-level "Type III experiences." It…

Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

In this article, the authors respond to the eight commentaries on "Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science" using several themes to organize their response. These themes include ability, developmental trajectories, effort and opportunity, psychosocial factors, eminence, and equity.…

Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…

The purpose of the article is to articulate and compare three major approaches or paradigms of gifted education, so that researchers and practitioners can be more explicit about their assumptions, goals, and educational strategies in their research and practice. We first define the term "paradigm", and then delineate three paradigms in the…

When used informally, talent development refers to the deliberate cultivation of ability or giftedness in a specific domain. However, recent discussions have used talent development to refer to a particular framework for viewing giftedness and the education of gifted children. In this article, the authors will present their views on the meaning of…

A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted-ADHD) he has unique educational needs that may put him at risk for underachievement.…

This multiple case study aims to answer the main research question, "How well are exceptionally talented Finnish and Singaporean dance students supported by significant individuals at different phases of the students' development?" The exceptionally talented students aged 16 to 22 were enrolled in their national dance institutions--the…

The current study investigates differences in the leadership skills between intellectually gifted and average students and explores the relationship between intelligence and leadership potential. Participants in this study were 176 students (57 males and 120 females) from an Eastern Province University in Saudi Arabia. Students were selected on a…

In the 1950s Terman summarized the results of his longitudinal study of the gifted and compared the "life success" of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most…

This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the…

The purpose of this study is to investigate the association between self-efficacy and maintenance of interest in science, technology, engineering, and mathematics (STEM) resulting in completion of an undergraduate degree in a science related area. To pursue this analysis, the researchers surveyed 3,510 graduates from selective specialized science…