This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students' performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two…

The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript…

This article is drawn from a doctoral study that investigated initial teacher educators' views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators' understandings and meanings of giftedness because their perspectives can…

In 1988, Van Galen proposed two distinct categories to describe homeschooling parents -- ideologues and pedagogues. Her model has been widely cited in the homeschooling literature. In the 30 years since the introduction of these identifiers, homeschooling in the United States has experienced tremendous growth due to a number of intersecting…

The aim of this study is to examine the communication skills of gifted students in terms of various variables in order to form a program model to support their interpersonal communication skills. After determining the interpersonal communication skills of the students in Science and Art Center (BILSEM), it is aimed to improve the communication…

The issue of equitable representation of students from culturally, linguistically, and economically diverse backgrounds in gifted programs has challenged scholars and practitioners alike for decades (e.g., Feiring et al., 1997; Ricciardi et al., 2020; VanTassel-Baska et al., 2007). One effort to address this issue that has yielded promising…

This article presents two independent studies of Finnish teachers' conceptions of giftedness and considers whether it is a malleable or fixed quality. The first qualitative study examined elementary school teachers' (N = 212) conceptions via inductive-oriented content analysis, whereas the second study measured teachers' (elementary n = 184,…

Beliefs about intelligence can affect how children approach school work and perform. It is why some gifted children tackle challenges with excitement while others feel threatened by challenges and avoid them. The mindset beliefs influence how the child views ego, effort, and errors. Those with a fixed mindset believe that their potential has been…

Discovering the cultural dimensions of high ability is analogous to a large-scale creative problem-solving initiative. Just as the early phases of the creative-problem-solving process require broad-scope searches through diverse data sources, understanding the culture-giftedness nexus requires broad-scope excursions through interdisciplinary…

The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The…

In his target article, Sternberg (2017) quite rightly criticizes the approach to identifying giftedness that was initiated by Terman's (1925-1959) classic prospective study of high-IQ children. Sternberg then recommends a number of novel approaches to both identification and education. Nonetheless, this commentator recommends that future…

In this response to Sternberg's article, "ACCEL: A New Model for Identifying the Gifted," we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field's commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are…

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg's proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific,…

Kazimierz Dabrowski's (1902-1980) five-level theory of personality development, the Theory of Positive Disintegration, is one in which the experience of all emotions is essential for the process of individual growth toward the personality ideal. In this article, we introduce the phenomenological and existential influences on Dabrowski, including…

In this essay, I reply to my five commentators in the October 2017 issue of the "Roeper Review" [see EJ1157141, EJ1157168, EJ1157169, and EJ1157171] to my July 2017 article: "ACCEL: A New Model for Identifying the Gifted". I respond to each in turn. I end with the question I believe most important for those of us interested in…