In this article, I examined parents' views of a gifted and talented (G&T) phase out proposal in an effort to document how the aspirational class can disrupt, instead of reproduce, racial inequities in diverse schools. Using qualitative methods, I found that parents' educational consumption practices fit with their philosophy of education,…

This study uses a rigorous research process to explore the psychometric properties of the Gifted Rating Scale-School Form (GRS-S) within the Qatari educational context. We employed stratified cluster sampling of 326 students (aged 6-13 years, M = 10.9) from 25 public schools in Doha. Data was collected in the second semester of the 2023-2024…

Investigating the extent to which professional organization standards reflect family-professional partnerships can identify opportunities for professional organizations to enrich a focus on partnerships, thus better-preparing education professionals to fulfill partnerships with families. The researchers employed a document analysis method to…

The on-going use of the Coolabah Dynamic Assessment (CDA; Chaffey, 2002) protocol to identify students with high learning potential is explored, with a particular emphasis on students from communities that are often under- represented in opportunities for high potential and gifted learners (i.e., students from culturally, linguistically and…

Gifted students have a reading capacity above their level. The aim of this study is to improve the reading speed and reading comprehension levels of gifted students through training in speed reading techniques. In the study, in which a total of 100 participants from the 4th, 5th and 6th grades attending the Science and Art Center took part, 28…

This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford's and Lotka's laws of scattering to measure the impact factors of journals, institutions,…

Australian Aboriginal learners have a long history of underrepresentation in gifted and talented education. This results, at least in part, from cultural differences in the way giftedness is understood, as well as variance in the practices and processes used to develop talents. Perhaps a co-constructed both-ways model could go some way to…

This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student…

Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the…

Purpose: In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.…

The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author…

This must-have resource: (1) Provides gifted educators with methods and strategies for successful coplanning, coteaching, coaching, and collaboration; (2) Enables effective management of differentiation; (3) Increases educators' understanding of gifted students' needs; (4) Features the tools and "how-to" steps for facilitating and…

Utilizing Marsh's frame of reference theory, this article seeks understanding about boys' perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop…

Gifted students differ from their peers in cognitive, social and emotional development. This study aims to compare gifted and typically developing students in terms of friendship quality and empathy level and examine the gender differences in a sample of Turkish students. In addition, the predictive role of empathy in friendship quality among…

Giftedness and Dabrowski's Theory of Positive Disintegration (TPD) have been firmly linked since the Columbus Group's 1991 statement on giftedness and asynchrony. The theory's overexcitabilities (OEs) factor has been the main association with giftedness. Although OEs include certain characteristics associated with giftedness, they also include…