What do you do with the student who says she hates history, yet watches The History Channel every night? What do you do with the student who is underachieving in social science but has visited every battlefield in Virginia? Our curriculum frameworks and pacing guides suggest a chronological, fact-based approach to teaching and learning history,…

In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential…

The purpose of this causal-comparative study was to examine whether differences exist in the mathematics achievement of fifth grade gifted students based on the instructional delivery model used for mathematics instruction, cluster or collaborative, as defined by the Georgia Department of Education. The content area of mathematics, an area…

The purpose of this study was to explore the impact of the Problem Based Learning (PBL) units developed by a large suburban school district in the mid-Atlantic for the middle school gifted science curriculum on: a) students' performance on standardized tests in middle school Science, as measured by a sample of relevant test questions from a…

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…

This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: (1) History and global perspectives on the gifted field and talent development; (2)…

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

"Implementing RtI With Gifted Students" shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted…

In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from…

This study examined the teachers' and administrators' perceptions on talented and gifted (TAG) alternative education high school students. Administrators and teachers from alternative high schools (AHS) in the state of Iowa received an email of a validated survey instrument for data collection. The survey was used to analyze the perceptions of…

The No Child Left Behind Act of 2001 (NCLB) ushered in an era of increased accountability. NCLB mandates students must show annual yearly progress (AYP) by gaining at least 1-year academic growth relative to established benchmarks. The majority of students in a large school district that has been rated as Excellent with Distinction are able to…

The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness is not a suspect class in equity concerns (Leslie, 2009). Therefore, a research base that measures the impact of well-designed practices on student outcomes may serve as the strongest…

Based on spring 2012 survey results, Austin Independent School District (AISD) teachers' most commonly mentioned professional development need was using technology in instruction, while campus administrators' most commonly mentioned topic was academic rigor.

We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S.…

This study developed and tested a new model of the forced choice dilemma (i.e., the belief held by some intellectually gifted students that they must choose between academic achievement and peer acceptance) that incorporates individual-level cultural orientation variables (i.e., vertical allocentrism and vertical idiocentrism). A survey that had…