The underrepresentation of students from historically marginalized populations--including English language learners, twice-exceptional students, culturally and linguistically diverse students, and economically disadvantaged students--in our gifted programs and services continues to be a critical issue in education. The importance of a caring and…

This study explores the relationship between participating in a graduate course aimed at enhancing teachers' theoretical and practical knowledge of mathematical creativity and one teacher's changing perspectives regarding mathematical creativity and tasks that may occasion mathematical creativity. Results indicated that perceptions of…

One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical…

Despite growing consensus that dualistic thinking and hierarchically organised binary categorisations must be challenged if inclusion is to be achieved, advice on the design and implementation of non-dualistic pedagogies is less readily available. The role of teacher educators should therefore include: the modelling of possible actions that…

The goal of this study was to assess the longitudinal effectiveness and impact of study abroad programs on teachers' content knowledge and professional perspectives. The study focused on a recent Fulbright-Hays Group Project Abroad to Botswana (summer 2011) and compares results with an earlier Fulbright-Hays program to Singapore and Malaysia…

This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of…

To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…