Research investigating racial underrepresentation in gifted education programs undertaken from an organizational perspective has been limited. This lack of research leaves unexamined the amelioration efforts of leaders positionally responsible for these programs: gifted education coordinators. Yet, many gifted coordinators have taken steps to…

Educational interventions with the intellectually gifted are increasingly focusing on social-emotional learning and techniques. Spiritual education programs are gaining prominence in working with gifted children. This article reports a study examining the effect of a spiritual education program (SEP) in managing emotions of intellectually gifted…

This article focuses on research findings from multiple evaluation studies on the teacher use of differentiated practices for gifted learners that have implications for best practice in gifted education internationally. Research questions centered on what specific differentiation practices were employed with gifted learners and distinctions found…

The purpose of this article is to introduce the development of nanotechnology education in Taiwan using the example of evidenced-based lessons. Combining with the interest in STEM and gifted education, the goals were to cultivate teachers' capacity to teach new technology, to enhance K-12 high-ability students' interests and understanding of basic…

This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals' perceptions about schoolwide differentiation. Comparisons of these perceptions have been undocumented to date. Participants included 867 teachers and 120 principals…

This study investigates the process of identifying high-quality lessons for gifted learners that integrate the arts with science, technology, engineering, and mathematics (STEM) fields. These STEAM lessons have the potential to develop deep thinking, as well as develop creativity and visual--spatial skills that are necessary in the STEM…

The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and…

How might educators help young people respond to current and future challenges of a changing world? In this article, I describe how educators can design Legacy Projects to provide young people with opportunities to make positive and lasting differences in their lives, schools, communities, and beyond. The connection between legacy projects and the…

This article traces the evolution of a moral philosophy curriculum originally taught by George A. Roeper in the earliest years of The Roeper School. The first author, a student at The Roeper School in the 1960s and 1970s, describes the impact of the class George Roeper called "Human Relations" on her life. Returning to the School as a…

Susan G. Assouline is the director of the Belin-Blank Center, holds the Myron and Jacqueline N. Blank Endowed Chair in Gifted Education, and is a professor of school psychology. She received her BS in general science with a teaching endorsement, her EdS in school psychology, and her PhD in psychological and quantitative foundations, all from the…