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…

Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and…

This paper aims to substantiate that working with gifted children may require pedagogues to adapt scholarly-theoretical knowledge to the individual characteristics and special educational needs of such children, which may require employing both traditional, i.e. scholarly (e.g., scholarly and instructional literature and information obtained in…

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers' knowledge of SGLD and differentiation in…

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)…

The article deals with regional experience in using modern strategies in teaching gifted children. The value of project and research activity is actualized as one of the most effective educational technologies in work with gifted children. The article shows examples of organization of combined project and research activities of student-teachers…

This article shares narratives, or learning-informed stories, of young gifted learners. The purpose of the article is to document exceptionalities of the youngest gifted learners, supporting advocacy, and to demonstrate the merit of narrative approaches to assessment. Narrative assessment, including learning stories, is particularly useful for…

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on…

While the remarkable accomplishments of Benjamin Franklin are unparalleled, the means of their attainment can be considered more accessible to ordinary people and not necessarily attributable to a special genius. The steady development of Franklin's knowledge and skills is traced in light of a new model of "dynamic learning," which is a method…

An expert teacher was studied, using ethnographic and phenomenological techniques, as he planned and taught 2 philosophy courses to gifted students, ages 12-18. The paper provides an overview of the teacher's thoughts and an explanation of the impact of an unwritten and unobservable collection of knowledge on the teacher's observable planning and…

The patterns of thought and behavior used by a teacher as he "created" a discussion with a group of gifted/talented children were examined. A cognitive map illustrates the techniques used to further the discussion. The teacher's use of professional practical knowledge (knowledge about teaching that was gained from experience) is…

This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem-based learning approach or traditional instruction. Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results…

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided.…

This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and…