This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers (n = 16) rated 282 first- and second grade students on creativity, motivation, mathematics, and science. Results…

Teachers' self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers' self-perception of being gifted and the relationship between their self-perception and self-efficacy…

Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4-8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals' versus…

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…

This article reports on an action research project undertaken by a team of four Grade 2 teachers who work in a school for gifted learners. Focused on implementing a structured printing and spelling curriculum in addition to providing instructed support for planning, organizing, and vocabulary use for different genres of writing, both qualitative…

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students,…

This article presents two independent studies of Finnish teachers' conceptions of giftedness and considers whether it is a malleable or fixed quality. The first qualitative study examined elementary school teachers' (N = 212) conceptions via inductive-oriented content analysis, whereas the second study measured teachers' (elementary n = 184,…

This study evaluated the construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Data for this study were collected from two separate school districts across three different academic years in the Southeastern United States. Of the total sample (N = 2,330), 64.6% of the children were identified as African American, 29.0% as…

Modern classrooms are often comprised of a heterogeneous student population with varying abilities. To address this variance, third-grade teachers implemented researcher-designed, pre-differentiated, and enriched math curricula in algebra, geometry and measurement, and graphing and data analysis. The goal of the curricula was to provide academic…

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…

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 and…

In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic…

A stratified random sample of volunteer participants (N = 75) aged 9 to 14 was drawn from 16 public school districts' gifted programs, including as many females (n = 28) and children from groups traditionally underrepresented in gifted programs (n = 18) as available. Participants were randomly divided into an experimental (n = 38) and a control…

There is a paucity of empirical studies dealing with benefits of gifted programming in mathematics for elementary students. The current study reports on the impact of using cluster grouping and specific curriculum to support gifted learners' math achievement in urban elementary schools. Although the results of Year 3 provide the most compelling…