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This study examines some teacher sociodemographic factors and school characteristics that may influence teachers’ identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers’ identification had a sensitivity of 63% and that the teacher’s sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) represents a necessary fundamental 21st century skill for children and adolescents and is essential for the development of gifted students. This study explored mathematically gifted (MG) junior high school students’ SRL capabilities while solving mathematical problems compared to typical achievers (TAs). A sample of 71 ninth-grade students from three junior high schools were divided into two study groups (MG and TA). Participants completed Motivated Strategies for Learning Questionnaires (MSLQ) and a Metacognitive Strategy Usage Questionnaire (MSUQ). In addition, students underwent Think-Aloud Interviews while solving mathematical problems (quadratic function) at two levels of difficulty. The results only revealed significant differences between MG and TA students on the organization subscale of the MSLQ. No differences were found between the study groups in the metacognitive strategies used in the questionnaire. MG students outperformed TA students on the Mathematical Problem-Solving Task and generally used more SRL strategies during the qualitative Think-Aloud Interviews. Moreover, the differences in the between-group effect sizes were higher on the high-difficulty level of the problem-solving task than on the low-difficulty level of the task. The findings constitute a significant milestone in the study of SRL capabilities of MG in junior high school. [ABSTRACT FROM AUTHOR]

Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability the 11 educational and learning capitals of the Actiotope Model of Giftedness. After transforming the responses into Rasch measures, matched paired comparisons of nearly 100 Saudi parents and their children were obtained. Our findings indicate that parents and their children differ in terms of their perceptions in the availability of four of the five educational capitals (economic, infrastructural, didactic, and aspirational capital), and three of the five learning capitals (attentional, actional and episodic capitals). We discuss the origins of both these differences and similarities before outlining the implications of our findings in terms of the effectiveness of the learning environment to support gifted education in the Kingdom of Saudi Arabia. [ABSTRACT FROM AUTHOR]

The field of gifted education emerged in 1920s. Since that time, it has evolved from an emerging research area to a relatively mature field with regular regional and international conferences and key journals publishing main theoretical developments and empirical explorations in the field. This descriptive bibliometric study examines the state and development of international research on gifted education using publication and citation data from four specialized journals in the field between 1957 and 2017. The study reveals the dynamics of publication and citation on gifted education research over time, as well as the distribution of articles across the four journals. The analysis also provides an idea of the countries/regions and institutions leading the research on gifted education and information about the most productive authors, as well as the most influential articles over the last 60 years. In addition, the study uncovers the snapshot of collaboration networks between countries/regions, institutions, and individual researchers. Finally, the findings about the state and development of research on gifted education are discussed and the implications for the development of the field are presented. [ABSTRACT FROM AUTHOR]

In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential challenge for the provision of services. A majority of classroom teachers did not perceive they had access to specialists to assist them in providing for their high ability students' needs. Comments from respondents indicate they would like to provide services, but lack the time, training, and resources to do so. Educators appear to be receptive to expanding gifted education in Ireland, but the survey results suggest a need for greater communication between school leaders and teachers, along with professional development on appropriate provisions. [ABSTRACT FROM AUTHOR]

Understanding factors associated with achievement and mechanisms underlying their relationships is critical for planning interventions and services to improve students' performance and meet their needs. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students. Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these relationships. Data were collected from 161 gifted middle and high school students. All three personality traits had direct associations with academic achievement. The indirect associations through specific pathways were estimated. Conscientiousness was mediated by self-regulatory efficacy and autonomous motivation, whereas openness was mediated by controlled motivation and autonomous motivation. [ABSTRACT FROM AUTHOR]

The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided. [ABSTRACT FROM PUBLISHER]

The aim of this research is to determine how Finnish elementary school teachers meet the needs of gifted students in regular classroom settings. In a survey of 202 teachers, the participants described their gifted education practices. The descriptions were analyzed using deductive-oriented content analysis. The results showed that, with gifted students, the teachers mainly differentiated the assignments and materials, and also fostered independent learning. The findings highlight the fact that whether gifted students’ needs are met and how depends upon the teacher. Teachers need more education in how to support gifted students more effectively and in differentiating teaching for the gifted. In this process, teacher education and in-service education have crucial roles. [ABSTRACT FROM PUBLISHER]

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the moderating factors proposed in the MMG are discussed and categorized. The environmental moderators are interpolated as to incorporate not only “school-settings” but also “work-settings”. [ABSTRACT FROM PUBLISHER]

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading. [ABSTRACT FROM PUBLISHER]

The reported study investigated students’ perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in particular school subjects lead to negative reactions in the peer group whereas high achievements in other school subjects result in positive peer reactions. In contrast, the respondents’ gender and the gender of the successful classmates had little influence on student perceptions of high achievers. The results are discussed in regard to their implications for gifted education. [ABSTRACT FROM PUBLISHER]

The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. [ABSTRACT FROM PUBLISHER]

The author believes that to maximize human potential, reconceptualization of giftedness through dynamically and conceptual learning is essential. He comments that Albert Ziegler and Shane N. Phillipson have shown the mechanism to maximize potential. According to the authors' principles, giftedness is dynamic and nurtured through environmental experiences and giftedness can be build through interaction in genetic, neural and behavioral factors.

In this target article, we argue that current approaches to gifted education are based on the erroneous view that to understand the development of exceptionality we need to understand firstly the components of giftedness, including cognitive such as intelligence and non-cognitive factors such as motivation. In contrast, systemic approaches to understanding exceptionality focuses on the interactions of these components where it is important to firstly understand the system that leads to exceptionality before it is possible to understand its components. After analyzing the weaknesses of current approaches to gifted education we then present three central arguments for the need for a paradigm shift. This is followed by an introduction of constructs of a systemic approach of gifted education. Using the Actiotope Model of Giftedness to understand the development of exceptionality, this article describes the basic principles of a gifted education that is based on this systemic approach. [ABSTRACT FROM PUBLISHER]

An editorial introduction to the December 2013 issue is presented, discussing the central theme of the perception of self in gifted education, citing contributions by Michael Matthews, Marion Händel, and Karin Scager.

An introduction is presented in which the editor discusses various reports within the issue on topics including gifted and talented education, reading performance, and academic achievement.

The author presents his views on giftedness. He comments that models of giftedness aim at creating special talent and are based on several factors including environmental, genetic and individual orientated variables. According to professors Albert Ziegler and Shan N. Phillipson, approved models of giftedness are insufficient and favor a broader view.

The author argues against the professors Albert Ziegler's and Shan N. Phillipson views on gifted education paradigm. He comments that behavioral and social science disciplines have multiple paradigms which will help to connect theories and practices. He has raised many questions regarding criticism offered by the authors on existing paradigm on replacement of mechanistic approach, component model of paradigm and importance of new paradigm.

The author discusses a systemic approach proposed by professors Albert Ziegler and Shan N. Phillipson. According to Ziegler and Phillipson, systemic approach relates to the wholeness of giftedness which features interaction between individuals and environment. He further suggests that systemic approach to giftedness share more similarities than differences with the mechanistic perspective.

The author presents his views on a gifted educational program in China. He informs that China started first gifted education program in 1978 and at the end of 1990, many universities ended their program and only two programs survived. He comments that giftedness is not a personal trait but is acquired through systemic achievement behaviors.

The author discusses the difference between different research paradigm approaches towards the gifted education. He comments that they differ from each other in the significance of the attachment to personality and socio-cultural determinants of gifted education verse their manifestation in exceptional aptitudes. He further comments that interaction between person and environment with different identification measures is required to nurture actiotope model of gifted education.

The author discusses the problems outlined by professors Albert Ziegler and Shan N. Phillipson in the gifted education. He comments that personal traits and autocatalytic development of gifted are unable to provide a valid measure in the gifted education. He further comments that after reviewing 12 counseling centers in Germany, Austria and Switzerland, it is reported that counseling strategies are shifting towards systemic thinking.

The author reflects on a new approach developed by professors Albert Ziegler and Shan N. Phillipson after 100 year of research on gifted education. He comments that the new system focuses on systemic context of giftedness He further comments that systemic views of professors' does not cancel traditional views of giftedness but provides a new direction in the development of this field.

The author discusses the importance of actiotope model in gifted education which is proposed by authors Albert Ziegler and Shane N. Phillipson. He states that various authors including Don Ambrose, Laurence J. Coleman and James J. Gallagher support the actiotope model and believes that the field of gifted education is fractured, porous, and contested. He includes that the paradigm shift conveyed by author Thomas Kuhn describes his visionary views of scientific research in gifted education.

The author reflects on the transformation of educational practices and paradigm shift in gifted education with reference from an article titled "Systemic theory of gifted education," by professors Albert Ziegler and Shan N. Phillipson. He comments that in this article, developmental theories other than mechanistic tradition towards gifted education have not been mentioned. He further comments that specifying implication in gifted education will help practitioners to provide higher potency.

The author discusses the rejection of the mechanistic approach towards the gifted education as taken by several authors in their manuscripts and also provides four comments on their disagreeing views. He comments that the gifted education requires both aptitudes and achievements and further adds that according to his Differentiated Model of Giftedness and Talent conception, aptitudes is a natural ability which requires mental and physical domains.

The author discusses the role of the developing talents in youth in the development of a nation. He opines that it is difficult to identify gifted and talented people and also adds that no consensus is available on this issue. He further believes that a systemic theory proposed by authors Albert Ziegler and Shane N. Phillipson will help the individuals in the development of individualized opportunities so that they can interact with a planned learning environment.

An introduction is presented where in the editor discusses articles published in the journal issue on topics including development of gifted education, intellectual abilities of rural-to-urban migrants, and relative age effects on young chess players.

The author discusses how gifted education as a system may benefit everyone by citing examples by authors Albert Ziegler and Shan N. Phillipson. He comments that this system requires continuous adjustments and adaptation of schools, teachers and parents. He further comments that according to the book "Hereditary Genius: An Inquiry Into Its Laws and Consequences," genius is hereditary and also adds that genetics has contributed in creating variation in intelligence or giftedness.