Given the ongoing debate over whether giftedness is associated with mental health disorders, there is a great need to highlight and compare results from the most methodologically rigorous studies. Surprisingly, the vast majority of literature reviews and background sections of research articles include studies that do not directly compare gifted…

This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year.…

The present study explores teachers' attitudes toward the gifted and gifted education. Specifically, the authors examine whether teachers tailor their responses about attitudes toward the gifted to fit the perceived interests of the researcher. In addition, the authors examine several potential predictors of attitudes toward the gifted: training…

The authors conduct open-ended surveys of 530 students and teachers in three publicly funded schools with different approaches to providing a high-ability "school-within-a-school:" a gifted program, an international baccalaureate program, and a high-ability program with a science focus. Overall, the authors find that teachers and students in all…

This study tracks the profile data of identification for gifted students in South Carolina, where a new performance-based dimension of identification has been employed, during a 3-year period. Targeted to identify more low-income and minority students, the identification protocol demonstrates efficacy in doing so. The study also tracks comparative…

This article discusses five reconsiderations (lessons) the research on the education of the gifted and talented suggests. Although several of the considerations derive from traditional practice in the field, some reconsideration is warranted because of more currently researched differences in how the gifted learner intellectually functions. It is…

Radical acceleration is a successful, yet rarely utilized educational practice that assists educators in meeting the cognitive and affective needs of highly gifted students. Individual case studies and cohort studies of students who have radically accelerated are reviewed regarding combinations of procedures that result in successful acceleration,…

This paper examines the Chinese literature on giftedness and talented performance (TP) and compares its dominant theoretical features with some influential models to be found in the North American literature. One significant feature to emerge from the Chinese literature is a deemphasis on giftedness as an innate ability and an emphasis on the…

To fill a gap in the literature, this article provides a comprehensive, concise, and current overview of the case law -- specifically, published hearing/review officer and court decisions -- concerning gifted education for K-12 students. This case law represents two distinct groups: "gifted alone," designating students whose legal status is…

This article discusses reasons why academic achievements of gifted girls in British grade schools are surpassing those of gifted boys: greater self-confidence in the girls, changes in the style and content of British curriculum and assessment that favor female study patterns, and greater attention to equal gender opportunities in the classroom.…

In this analysis, socioeconomic barriers to talent development are explored from the vantage points of major thinkers and recent research findings in context-sensitive disciplines such as economics, sociology, and ethical philosophy. Insights drawn from these perspectives provide the basis for recommendations for educators of the gifted. (Contains…

This article examines historical styles of research conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. It discusses ethnographic narratives, deliberative hermeneutic research, aesthetic research,…

This article illustrates the use of confirmatory factor analysis (CFA) to explicate constructs underlying performance assessment tasks based on Gardner's (1993) theory of multiple intelligences. Data from Plucker, Callahan, and Tomchin (1996) were reanalyzed using CFA. A model with three factors that combined linguistic and interpersonal…

This article begins by presenting the theory of successful intelligences and data in support of it, then shows how to implement the model in schools and presents data in support of its success in school implementation, and finally relates the theory of successful intelligence to other models of gifted education. (Contains references.) (CR)

This article discusses how giftedness is currently defined and presents an alternative view based on a balance theory of wisdom. The theory is described as a useful way of conceptualizing wisdom. Sources of differences in wisdom and the need for development of wisdom as a form of giftedness are addressed. (Contains references.) (Author/CR)