The variables associated with peer acceptance and rejection have been the subject of considerable investigation over the past few years, therefore, the present study was designed to answer three questions: (1) How socially accepted are highly gifted children in the elementary-school classroom? (2) What is the intellectual level of the children…

Teachers often struggle to provide all students access to specific learning activities that work best for them--and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a…

This collective case study represents 10 gifted children's relationships with writing. The construct "relationship with writing" includes children's influences, goals, values, identity, and emotions connected to writing. Overall, these students' relationships with writing can be described as creative, responsible, and…

This study developed and empirically tested two related models of the occupational/career decision-making processes of gifted adolescents using a competing models strategy. The two models that guided the study, which acknowledged cultural orientations, social influences from the family, occupational/career values, and characteristics of…

The purpose of this exploratory study was to assess the effect of a novel approach to mathematics instruction on gifted high school students' engagement, motivation, and metacognition. Participants in this study included gifted students who were enrolled in a 3-year, residential, specialized mathematics and science high school. Rather than…

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would…

Most of our information on how teachers of the gifted and talented think while they plan and implement instruction is from the perspective of the researcher, not from the teacher's perspective. One expert teacher was studied in great detail using ethnographic and phenomenological techniques. More specifically, a teacher was studied as he…

A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee…

The emotions experienced by teachers while teaching is a relatively unexplored avenue of research. One teacher, Alex, was studied using phenomenological interviews and participant observation to understand the emotions he experienced while teaching in a special program for gifted and talented children. Data were analyzed using inductive…

The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged…

This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication…

Few academic interventions for gifted students have generated more empirical support than acceleration and ability grouping, and formative assessment is advocated as a tool that educators can use to appropriately integrate accelerative practices and ability grouping into the classroom. However, the empirical support for accelerative practices,…

An exploratory study of applicants who rejected admission to the Texas Academy of Mathematics and Science (TAMS) is described in this article. TAMS is a residential early college entry program at the University of North Texas in Denton. Up to 600 mathematically talented sophomores apply to TAMS each year and among the 200 selectees, a predictable…

This qualitative study used critical ethnography as a theoretical framework to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in middle and high school. Twelve LGBTQ college students from a selective Southeastern university were interviewed and asked to retrospectively…

This study examined the psychological changes that 272 students experienced while attending a residential school for gifted adolescents in the Midwest. This article shares the quantitative portion of a mixed-methods study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students' level of…