"Sparking Change to Promote Equity" illuminates the skills and practices that campus and district-level leaders of gifted and advanced programs need to encourage and support minoritized and marginalized student success in today's classrooms. Designed to empower leaders and other educational stakeholders to build a more equitably…

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the…

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the…

Get inspired, learn from others, and reflect on the joy of making a difference with "Educating the Gifted: Wisdom and Insights for Inspired Teaching." Covering topics such as identification, equity in access and opportunity, teacher growth, advocacy, and more, this book shares moments of joy, practical strategies, and effective tips for…

The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…

Central office coordinators of advanced academics and gifted education programs--otherwise known as district gifted education coordinators (DGECs)--play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for…

This article explores how the teachers and students in Tanzania's special secondary schools conceptualize giftedness and talent. It draws on focus group discussions and interview data from a sample of 30 teachers and 73 students and analyzed through a reflexive thematic analysis procedure. The findings revealed commonalities in conceptualizing…

Background/purpose: The study aimed to develop a vision for employing artificial intelligence to nurture gifted students in higher education institutions. Methods: Data were collected and analyzed using a descriptive-analytical approach to achieve the study objectives. The study sample consisted of faculty members from several Omani universities:…

This paper explores the social-emotional challenges faced by bright immigrant youth. We incorporate Bronfenbrenner's ecological systems theory to identify complexities across the model's 5 layers. In the microsystem, cultural heritage conflicts with assimilation, disrupting support networks, suggesting the need for culturally sensitive support in…

12 teachers, representing five schools in a district, shared via individual interviews their insights regarding giftedness and the needs of gifted students. These interviews explored the characteristics of giftedness and gifted education, the needs participants identified through their experiences with their students, the choices participants made…

The current study aimed to determine the awareness of teachers from different branches about the characteristics of gifted students and to examine whether this awareness varies significantly depending on gender, graduated faculty, professional experience, education level and branch. The study used the relational survey design, one of the…

Teachers are focusing on students struggling to meet grade-level standards and are often ignoring the gifted students in their classroom. The problem addressed in this study was that the educational needs of elementary level gifted students are largely ignored by classroom teachers because teachers often focus more intently on students who are…

The disproportionality of Black students identified as gifted has been a hot topic of discussion in the field of education for decades. If the purpose of education is to maximize the potential of all learners, then educators are missing the mark. Although multiple factors may impact the gifted identification of Black students, one of the biggest…

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…

As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with…