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…

Teachers have many methods available to them for instructing students. This article presents a teacher's perspective on conducting a discussion with a group of children who were gifted and talented. I studied one teacher using participant observation and ethnographic interviewing as he taught in a special program. I used the concept of…

Gifted children often complain about waiting in class to learn. A qualitative study of 16 children in elementary and middle school in grades 1-8 revealed that sitting and waiting was a universal ingredient of being gifted in those regular classrooms. Children experienced 3 kinds of waiting: school/classroom, instructional, and assignment. Grounded…

Much like medieval, feudal nations, professional fields such as gifted education can take shape as centralized kingdoms with strong armies controlling their compliant populations and protecting closed borders, or as loose collections of conflict-prone principalities with borders open to invaders. Using an investigative framework borrowed from an…

An expert teacher was studied, using ethnographic and phenomenological techniques, as he planned and taught 2 philosophy courses to gifted students, ages 12-18. The paper provides an overview of the teacher's thoughts and an explanation of the impact of an unwritten and unobservable collection of knowledge on the teacher's observable planning and…