As gifted educators, we must create spaces that welcome and empower our students to contribute to our diverse communities and elevate their voices and opportunities. Through culturally responsive and sustainable teaching practices, we can develop cultural awareness and holistically embrace our gifted children--how they think, feel, and learn. We…

This qualitative study explored how teachers in a university-based K-8 enrichment program perceived creativity and fostered creative thinking in their classrooms. Twelve enrichment program teachers participated in interviews examining their views on creativity and teaching strategies used to foster creative skills. Findings revealed teachers…

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 quantitative quasi-experimental study, adopting a pretest/post-test control/treatment group design, investigated the efficacy of instructional strategies for developing divergent thinking in gifted and talented students within K-6 heterogeneous cluster classes. It specifically explored the problem of insufficient evidence-based approaches for…

Gifted students often experience different educational needs compared to their peers, especially in subjects like science. The aim of this study was to examine the perceptions of gifted students studying in primary school towards the science course. A phenomenological research method was used. The study group consisted of twenty-four gifted…

The aim of this review is to synthesize the results of multiple studies that measured teachers' attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the…

Differentiation is recommended as the best teaching strategy to nurture gifted and talented (GT) students. While numerous studies have explored teachers' perceptions of differentiating instruction for GT students in Western countries, the body of literature on this phenomenon remains small in non-Western contexts. This study attempted to…

This systematic scoping review reports findings from 38 studies (2000-2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for…

Upon reviewing the literature, one discovers that teachers' perceptions, attitudes, and educational needs regarding gifted children have an impact on their academic, talent, and social-emotional development throughout their schooling. With this research we aimed to evaluate primary school teachers' attitudes towards gifted children and their…

This study aims to determine what factors the primary school teachers working with gifted students prioritize and give importance to in their curriculum designs and explore how these are reflected upon their teaching practices. The research was carried out in the fall semester of the 2020 to 2021 academic year in Türkiye, with the participation of…

Gifted pre-school children are often identified as those who read words, interpret signs, and demonstrate interests of children older than them, and are considered an exceptional group of children compared to other normal children. Therefore, early identification of gifted children helps to provide educational opportunities and a rich environment…

Gifted students are multifaceted, and they come from all different racial, cultural, and ethnic backgrounds. They perform at a much higher level than their peers. As a result, it requires a specific type of teacher to instruct them in the classroom. The purpose of this qualitative narrative study was to explore how teaching a gifted self-contained…

Background: The STEM education system has garnered significant interest due to its innovative approach in creating a multidisciplinary and integrated knowledge structure that connects science, technology, engineering, and mathematics, and allows students to apply scientific knowledge in a comprehensive and holistic manner. Consequently, evaluating…

This article describes the use of clusters in facilitating inquiry and expanding learning opportunities for advanced and gifted students. Options are presented that extend or reinforce the central focus of curricular investigations. These clusters enhance the gifted students' understanding of the connections that reinforce and/or extend the impact…

In this study, Iranian teachers were selected and interviewed using semi-structured interviews. The purpose of conducting interviews was to discover the perceptions of gifted school teachers about strategies for improving wisdom among Iranian students. The participants believed that teachers themselves should be wisdom role models, wisdom role…