As a national and international leader in both the field of special education and gifted and talented education, Gallagher's concerns for the individuals at both ends of the spectrum extended beyond academics. Although he is primarily known for his tireless lobbying to establish national and state policies that would promote a commitment to…

Problem Statement: There have been several studies that have investigated curricular interventions for gifted students to address their educational needs. For most courses and disciplines, a standard curriculum may not be sufficient for the majority of gifted students. Here, among other curricular efforts in the education of the gifted, an…

Underachievement often begins in middle school for gifted students. Unfortunately, there is no single intervention that will ameliorate underachievement for all gifted students. To date, interventions aimed at reversing the underachieving behaviors of gifted middle school students have been inconsistent and inconclusive. To create an effective…

Researchers explored the typology of perfectionism among 153 (46% male, 54% female; 88% White, 8% African American, 5% Asian American, 4% Hispanic, 1% Other) suburban gifted adolescents and compared perfectionism scores (using the Goals and Work Habits Survey, a modification of Frost's Multidimensional Perfectionism Scale [F-MPS]) to samples of…

This paper focuses on a major theme, identity negotiation, that arose from a qualitative study exploring the experiences of school for a group of gifted and talented adolescents in Aotearoa New Zealand. The perceptions and beliefs of the group of adolescent participants were prioritised within the phenomenological study. Findings highlight the…

The field associated with educating students with gifts and talents has grappled for years with issues associated with locating and appropriately serving diverse students. As our schools have become more diverse, educators have struggled to effectively deal with the diversity of student backgrounds. Consequently, diversity among the gifted child…

Without a doubt the authors' proposal of viewing gifted education in systemic terms is a promising one. In fact, it is most refreshing to read something eclectic like this with an aim to synthesize a field of research and practice which for too long has lacked consensus in both practice and theory. The author agrees with them that a mechanistic…

Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people's opportunities for self-fulfillment and increase society's reservoir of creative problem solvers and producers of…

This commentary addresses Subotnik et al.'s target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors' critique of gifted education is sharpened in three respects: (a) gifted identification,…

In this commentary on "A Quality of Giftedness," ("Gifted and Talented International," v27 n2 p13-71 2012), by Dr. Joan Freeman, Michael F. Shaughnessy and Gilbert Valdez recognize that those working with gifted populations have all encountered an intangible, ephemeral aspect that is often quite difficult to describe, harder…

In this issue's lead article, Joan Freeman presents ideas which have emerged from her experiences in her long career of studying gifts and talents. She has been heavily involved in research and teaching, and has visited gifted educational provision all over the world. She has also spent a great deal of intimate time with gifted and talented people…

There are many "E" words that relate meaningfully to giftedness at home, school, and beyond. In this article, the author expands upon some explicit examples--with an emphasis on the essence of giftedness, and on external and experiential elements.

The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable…

The aim of this study was to examine the relationship between psychological symptoms, creativity, and loneliness among gifted middle school students and to analyze gender difference in psychological symptoms. The study used a correlational design, consisting of 91 gifted middle school students. The Brief Symptom Inventory, the University of…

"Diversity, Inclusion and Engagement" presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging preservice teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the…