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Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region. [ABSTRACT FROM AUTHOR]

The purpose of this study is to derive a correlation between the technological thinking disposition and the computational thinking ability of gifted students in Korea. The correlation between each element was analyzed by looking at the sub-elements of computational thinking according to the components of technological thinking disposition. The experiment was conducted from September 2019 to February 2021 with 217 students of I Gifted School in Incheon, South Korea. The collected data were analyzed with Pearson's correlation coefficient using the statistical program R using Google COLAB. A summary of the study results is as follows. First, regarding the correlation between technological thinking ability, among the 6 components of technological thinking disposition, technological creativity and expression disposition and technological manipulation disposition show the highest correlation at 0.851. This shows that students who have an excellent ability to implement algorithms with new ideas or express them in various other attempts when implementing programs for gifted students also tend to enjoy program coding or have a tendency to like coding. Second, concerning the correlation between the technological thinking disposition and the sub-factors of computational thinking, some elements showed negative correlations and some had almost no correlation index. Students with high technological curiosity, however, tended to show a 0.287 in the parallelism factor compared to other factors. This showed a generally high trend. It can be said that students who want to know the functions, uses, forms, and characteristics of functions while implementing programs tend to have a better ability to divide large tasks into smaller tasks and process them simultaneously compared with other sub-elements of computational thinking. Third, regarding the correlation between computational thinking skills, the correlation between data analysis and pattern recognition was the highest at 0.637. This indicates that students who have an excellent ability to analyze a given coding problem also can find rules in data, showing that students at gifted schools in Korea tend to enjoy problem-solving. [ABSTRACT FROM AUTHOR]

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]

This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher attitudes were identified. Two key predictors of these attitudes were found to be (a) school administrative support for gifted students and gifted education and (b) perceived knowledge of giftedness. The major contributions of the study to the literature are discussed. [ABSTRACT FROM AUTHOR]

The article discusses how gifted and talented students and youth represent a valuable resource for every country, enabling effective development and the constructive resolution of current economic and social challenges. Gifted students' identification, support, and mentorship have become particularly important today. Art competitions foster creative growth, offering students opportunities to nurture their talents and skills. When designed with neuro-pedagogical principles, these competitions become powerful catalysts for creativity. They stimulate neurocognitive processes that boost dopamine levels since the expectation of winning, recognition and rewards activates brain systems associated with motivation and pleasure. This, in turn, encourages the generation of new ideas and innovative solutions. The article explores neuro-pedagogical factors that enhance students' creative development, outlines the traits for identifying gifted students for participation in art competitions, confirms that such competitions foster creative growth, and provides practical recommendations for teachers and organizers on designing these events in line with neuro-pedagogical insights. [ABSTRACT FROM AUTHOR]

In 1972, the United States Office of Education (USOE) released a lengthy and unprecedented report about gifted education in response to a Congressional mandate. Both Congress and the USOE lamented the inadequate state of gifted programmes in American schools and urged that gifted education should become a greater national priority. In this essay, we argue that the federal government revived human capital and national security concerns in claiming that the unfulfilled potential of gifted and talented Americans had made the United States vulnerable. Better accommodating students with high abilities therefore became a paramount political agenda item. At the same time, amid efforts to eliminate poverty and facilitate greater equality of educational opportunity, both the legislative and executive branches of the federal government strategically portrayed the gifted and talented as a neglected and historically disadvantaged group in need of assistance. In establishing a broader and multi-faceted definition of giftedness, moreover, the USOE paid particular attention to racial minorities who were also gifted as a way of making its case. Such arguments fit within the political climate of the Great Society in directing public resources to historically marginalized groups. Deviating from longstanding characterizations of the gifted as inherently white and privileged, the U.S. government in the late 1960s and early 1970s portrayed them as racially diverse, "deprived," "disadvantaged," and warranting special educational opportunities. This example of federal advocacy thus marked a notable shift in the image of the gifted student in the United States. [ABSTRACT FROM AUTHOR]

Dr. Michelle Ronksley-Pavia, a Senior Lecturer in Inclusion and Special Education at Griffith University in Australia, has made significant contributions to the field of gifted and special education. Her research on giftedness, twice-exceptionality, and neurodiversity has earned her recognition and awards. Dr. Ronksley-Pavia emphasizes the importance of teacher education and professional learning in gifted education to support the complex needs of gifted learners. She also explores the application of AI in education, particularly in fostering creativity and unconventional thinking in gifted students. Additionally, she highlights the role of parents in supporting the talent development of twice-exceptional children both inside and outside the classroom. Dr. Ronksley-Pavia acknowledges the influence of Professor Miraca Gross in her career and emphasizes the importance of mentorship and support within the academic community. She also discusses her interest in women in education and the need for gender equity and inclusion in academia. [Extracted from the article]

Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students (n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers (n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item's validity. [ABSTRACT FROM AUTHOR]

The article delves into the complex relationship between promoting educational excellence and educational justice, emphasizing the need to balance the development of abilities at different levels. It suggests that decision-making in education should prioritize the instrumental value of developing abilities, with non-instrumental values as secondary considerations. The text contains a variety of academic articles and book chapters covering topics such as schooling impact on executive function, educational justice for the gifted, and the value of excellence, offering diverse perspectives on talent advancement, intelligence, and equality in education. [Extracted from the article]

Gifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one's fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided. [ABSTRACT FROM AUTHOR]

This column is devoted to the argument that book banning policies may have an adverse effect on gifted students and their programming as well as on all students. Decisions about books for gifted learners should be based on the goals of gifted programs and tools for addressing those goals. We argue for free and open access to reading high quality literature for the gifted at all stages of development, given their advanced reading skills, interest, and incipient capacity to think. [ABSTRACT FROM AUTHOR]

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Taíno and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors provide explicit examples of how to create a culturally responsive RTI plan for a diverse twice-exceptional student. [ABSTRACT FROM AUTHOR]

The ability to effectively identify students for advanced learning opportunities has been an ongoing issue within the field of gifted education. Common criteria to guide the design and evaluation of identification systems has been essentially non-existent. In this article we provide a practical guide for evaluating and reflecting on the effectiveness of identification criteria, namely: CASA (Cost, Alignment, Sensitivity, and Access). To demonstrate their use, the CASA criteria are described and the criteria are applied to a hypothetical district with discussion about decisions and changes to support more equitable identification and services alignment. A checklist is also provided to guide district leaders with applying the CASA criteria to their own identification systems. This article builds upon previous descriptions of CASA that have been published. [ABSTRACT FROM AUTHOR]

This study explored factors impacting the decision for gifted females to pursue a career in computer science. The study used a phenomenological approach to delve into the experiences of ten gifted alumnae of The Gatton Academy of Mathematics and Science (Gatton), a residential STEM program, aiming to reveal nuanced insights into factors shaping their career development. Participants were selected based on their initial intentions to pursue careers other than CS before attending Gatton but changing to a CS focus afterward. Semi-structured interviews conducted via Zoom and coded using thematic analysis provided rich data on lived experiences and perspectives of participants. Findings shed light on the multifaceted factors influencing gifted women's career intentions before attending Gatton, the transformative effects of the residential STEM program on their decisions to pursue CS careers, and the evolution of their perceptions of CS over time. [ABSTRACT FROM AUTHOR]

Giftedness is a lifelong journey; gifted adult workers need specific career counselling. The Psychology of Sustainability and Sustainable Development enhances the value of positive psychological resources for gifted and talented workers to sustain them in their careers and life projects. The study implemented a latent profile analysis (LPA) in adult workers (n = 311) to identify profiles according to self-rated job performance and work engagement as proxies for gifted and talented learners. Other crucial resources were also considered. A tree-profile (A, B, C) solution best fits the data. Among these, Profile C (n = 77; 24%) showed high job performance and engagement. It could represent an "eminence" profile. Profile C also showed high levels of emotional intelligence, positive affect, satisfaction with life, meaning in life, flourishing, job satisfaction, meaning at work, flourishing at work, workplace relational civility, acceptance of change, and low levels of negative affect. This profile includes crucial ingredients that could be useful to pay attention to during career construction counselling and innovative career counselling for gifted and talented learners. [ABSTRACT FROM AUTHOR]

This article proposes that researchers should seek to understand the value conflicts inherent in the career choices of gifted students. This study explored those conflicts using a narrative analysis based on the McAdams (1993) model of personal meaning-making. The subjects were two gifted female political leaders: Ellen Johnson Sirleaf and Jacinda Ardern. The findings showed that each leader enacted predominantly agentic motives in responding to political challenges and crises; communal motives were enacted as well, but with lower frequency. These results are discussed in relation to the conflicting values and motivations that extraordinarily talented students encounter in forming a cohesive life plan. [ABSTRACT FROM AUTHOR]

Gifted and talented youth in the US have been struggling for recognition and appropriate educational opportunities for decades. Periodically, we are reminded of their unique needs. Time and again, those needs seem to be disregarded, including their need for career related planning and programming. Narratives of gifted students can be negatively impacted, as a result of action or inaction by young people themselves or of others in their lives. Three distinct problem saturated plots can emerge requiring career counselors to provide specific intervention to ensure narrative development in congruence with the hopes, dreams and desires of youth. Career construction theory, with its emphasis on authorship and agency is most suitable for increasing agency of the youth stuck in these narratives. My Career Story a group or individual intervention, rooted in career construction theory, offers assistance to both students and counselors, as students work to develop their own preferred narratives. [ABSTRACT FROM AUTHOR]

In examining dominant discourses affecting their career development, this article explores the deconstruction and reconstruction of career narratives for gifted learners. Leveraging career construction theory and especially the associated intervention of deconstruction, this article emphasizes childhood career development with holistic approaches to develop gifted individuals' narratives, and proposes practices to enhance their career adaptability. Furthermore, this article calls for reconceptualizing career success for gifted individuals to facilitate their ability to construct authentic and fulfilling career paths. [ABSTRACT FROM AUTHOR]

The career choices of gifted students are significant both in terms of their potential contributions to society and their personal happiness and life satisfaction. The aim of this study was to identify themes of the turning points that influence gifted young people's career decisions and to reveal which factors influence their vocational identity from a Narrative Identity Approach. Data were collected using open-ended questions from 17 (52.94% female, n = 9) gifted young people (age; M = 20.47, SD = 3.69). Data were analysed with reflexive thematic analysis, which identified five major themes (1) individual factors, (2) social factors, (3) giftedness, (4) career goals, and (5) exploration opportunities. Considering the first retrospective study examining gifted students' vocational identity, career guidance might benefit from tailored interventions that account for their unique characteristics, goals, personal and social factors as well as maximizing exploration opportunities. [ABSTRACT FROM AUTHOR]

Building on prior research documenting associations between youth purpose and academic, psychological and physical well-being, this study examined the contributions of workplace learning (WPL) to youth purpose and internal motivation among 281 youth of diverse racial and ethnic identities and economic status enrolled in two high school networks offering innovatively designed WPL. Sequential regression analyses revealed that the quality of WPL, defined by mentor support for training, learning opportunities, and youth autonomy, contributed positively to youth purpose and internal motivation, beyond the negative effects of perceived social and economic barriers. Findings are discussed through the perspectives of psychology of working, decent education, self-determination theory and career construction and suggest that WPL is a promising intervention for overcoming inequities in fostering youth talent and purpose, including personal goals, meaning and intentions for social contribution. [ABSTRACT FROM AUTHOR]

This article reports on how intervention research based on integrative career counselling enhanced the existential experience of a gifted learner. The participant of this study was a purposively selected gifted 17-year-old girl learner in search of a career that would help her experience meaning, purpose, and hope in and through her career-life. An explanatory (QUALITATIVE-quantitative) research design was used together with qualitative career construction counselling-based methods. A new standardised test was used to generate quantitative data. Savickas' guidelines for analysing career construction-elicited data were implemented to identify themes and subthemes in the outcomes. The intervention helped the participant decide on a career through which she could experience meaning, purpose, and hope in her career-life. Longitudinal research is needed to determine the medium- and long-term influence of the type of intervention discussed here with gifted learners in individual as well as group contexts across the diversity spectrum. [ABSTRACT FROM AUTHOR]

Gifted education should focus on gifting rather than on being gifted. That is, it should focus on what one offers from one's gifts, not just on what gifts a person has, one way or another, accumulated. Gifted individuals should consider choosing careers that are a good fit to them, that enable them to give back, and that give them a sense of meaning in their life. They should be ready to move on if their career choice proves to be mistaken, or no longer to be a fit. They should avoid temptations brought on by outside pressures to choose careers that may be much less than fulfilling. In the end, what matters most is one's passion and motivation for a career rather than grades, test scores, or external pressures. [ABSTRACT FROM AUTHOR]

Instead of the traditional identification approaches that focus on selecting students for specific programs, talent identification models are tailored to individual student talents across a variety of domains and identify emerging talents needing to be developed. This flexibility is incorporated within The Talent Identification Cycle that includes (a) pre-identification development opportunities; (b) a variety of assessments to develop individual student profiles; (c) services that are customized to each student's interests, strengths, and needs; (d) ongoing assessments of student performance that consider program revisions and changes in placements; (e) an overall assessment of the identification process to ensure that all students receive appropriate services. Research evidence is summarized for each component of the cycle, along with considerations and concrete examples for practitioners. The conclusion incorporates possible challenges for schools that are engaged in moving away from more traditional to more flexible identification approaches. [ABSTRACT FROM AUTHOR]

Research suggests that the effect of emergency remote education on the motivation of gifted students during the COVID-19 pandemic differs from that observed in traditional students. The main aim of the present study was to explore the lived experience of academic motivation among gifted high school students in Croatia, Serbia, and Slovenia. Semistructured interviews were conducted with 47 gifted students aged 15 to 18, using the same methodological procedure in the three countries with similar educational backgrounds. Grounded in gifted students' narratives about their academic motivation, we detected three groups of students who experienced decreased, no change in, or increased academic motivation. Furthermore, we identified group-specific patterns based on the most common activities and salient features of students' school context, learning, and leisure time during the pandemic. [ABSTRACT FROM AUTHOR]

This article is an interview with Dr. June Maker, a professor emerita at the University of Arizona, who specializes in the education of gifted and twice-exceptional students. Dr. Maker discusses her early encounters with gifted children and how it sparked her interest in the field. She also talks about her educational background and the research she conducted, including interviews with gifted individuals with disabilities and successful scientists with disabilities. Dr. Maker emphasizes the importance of creativity and problem-solving skills in these individuals. She also mentions her work with the Real Engagement in Active Problem Solving (REAPS) model, which focuses on teaching students to think like scientists. The text discusses the joy and impact of implementing the REAPS method, which engages students and teachers in creative problem-solving. The author highlights the importance of involving students in solving real-world problems and developing wisdom. They also mention their admiration for Robert Sternberg's work and the connection they formed with him. The author reflects on the mentors who have influenced their career, including their parents, professors, and colleagues. They find combining roles, such as teaching, consulting, and research, to be the most rewarding. The author shares an example of field-testing REAPS in a third-grade classroom and collaborating with colleagues and students on various projects. The text is an interview with June Maker, an educator and researcher in the field of gifted education. Maker discusses her experiences working on various projects in different countries, highlighting the importance of cultural understanding and the development of 21st-century [Extracted from the article]

This document analysis sought to examine the nature and scope of articles relating to teaching and giftedness published in Australia's only gifted education journal - the Australasian Journal of Gifted Education (AJGE) from 1992 to 2024. Utilising the Publish or Perish software program to identify a corpus of related literature published in the AJGE since its inception, 43 articles were chosen as fitting the search criteria. For each article, basic descriptors are provided including the frequency of citing other research from within the AJGE. Previous research has identified limitations in Australian gifted education research but also acknowledged the small and relatively young field's promising achievement of a level of recognition through a developing citation profile (Jolly et al., 2024). Yet this could be enhanced through a more dedicated commitment on the part of Australian researchers to cite relevant Australian research wherever possible, to ensure the continued progression of our citation profile. This study provides insight into citing patterns by AJGE authors in one topic area, in the hope that it will encourage future contributors to more frequently examine and cite local research in the field. [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]

Subjective creativity assessments that are originally developed as the Consensual Assessment Technique (CAT) rely on human raters to score creativity of the products. A few controversial issues in this approach are related to tasks, subjects, raters' qualifications and performance, and methods for analyzing rating scores. This study addressed these issues under the theoretical framework of rater-mediated assessment and Rasch measurement theory. Data were collected from three groups of raters with different levels of expertise who assessed creativity of 24 6th graders in gifted and nongifted classes in two science tasks. Results indicated that (a) nongifted students showed higher creativity than gifted students in two science tasks, (b) three groups of raters had comparable scoring performances of creativity in two tasks, (c) only one rater exhibited differential rater functioning between nongifted and gifted students, but a few raters showed differential scoring between two science tasks. Implications of using rater-mediated assessment and Many-Facet Rasch measurement model to understand subjective creativity assessments are discussed, and future studies are suggested. [ABSTRACT FROM AUTHOR]

Background: Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general. Method: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested. Results: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's d = 0.75; p < .01) and less social support from their friends (Cohen's d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and wellbeing. For parents of gifted students, there was partial mediation of social support through positive affect. Conclusions: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents' well-being. [ABSTRACT FROM AUTHOR]

This document is the introduction to the latest issue of Exceptional Children, a journal focused on special education. The editors express their gratitude to the readers, authors, reviewers, and associate editors for their support during their first year in their roles. They discuss their vision as editors, which is to ensure equitable educational access and outcomes for children with disabilities. The editorial team consists of four women scholars with diverse backgrounds and approaches to improving education for students with disabilities. The introduction also provides brief biographies of each editor, highlighting their areas of expertise and research interests. This document provides information about the research and work of Dr. Amanda L. Sullivan and Dr. Kathleen King Thorius in the field of special education and educational equity. Dr. Sullivan focuses on educational and health disparities affecting diverse students, particularly those with special needs, and aims to improve policies and practices to support these learners. Dr. Thorius's research focuses on equity in educational access and opportunities for students with disabilities and students of color in urban public education settings. Both researchers have published extensively, received external funding, and contributed to policy and practice in the field of special education. The document also includes summaries of research studies conducted by other authors on topics such as mathematics instruction for students with autism, restraint and seclusion practices in schools, career and technical education for students with learning disabilities, teacher effects in gifted education, and the experiences of Black parents of young adults with disabilities. The authors of the document express their commitment to collaboration and addressing complex issues in special [Extracted from the article]

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the consequences of such rater dependence. To evaluate the possible benefits or disadvantages of using TRS as part of a gifted identification process, we examined the student-, teacher-, and school-level variance in TRS, controlling for student ability and achievement to determine the unique information, consistency, and potential bias in TRS. Between 10% and 25% of a students' TRS score can be attributed to the teacher doing the rating, and between-teacher standard deviations represent an effect size of one-third to one-half standard deviation. Our results suggest that TRS are not easily comparable across teachers, making it impossible to set a cut score for admission into a program (or for further screening) that functions equitably across teachers. [ABSTRACT FROM AUTHOR]

Dr. Marcia Gentry is a well-known researcher who contributed to the "equity" issue in the field of gifted and talented education. This study reviewed her peer-reviewed research articles to understand her lifelong works (i.e. publication year, collaboration rate with colleagues, journal types, percentage of articles related to equity issues, and characteristics of the keywords used in her studies). Based on the descriptive and thematic analyses of her 54 journal articles, it is evident that Dr. Marcia Gentry not only actively devoted herself to identifying and serving underserved populations but expanded her research agenda to diverse educational topics with evidence-based findings. In addition, she was a great collaborator and a productive writer who continuously published her works throughout her academic journey. [ABSTRACT FROM AUTHOR]

This text discusses the work of Gilman W. Whiting, a professor and director of graduate studies at Vanderbilt University, who is known for his efforts in educational equity and curriculum development. Whiting has developed the scholar identity model™ and the Scholar Identity Institute to empower marginalized youth and cultivate a scholar identity in young students. The text emphasizes the importance of nurturing and supporting the potential and talent of all students, particularly gifted African American students. It also highlights the need for educators to provide guidance, academic coaching, and encouragement, while considering factors such as school funding, student-teacher ratio, and teacher credentials. The text further discusses the scholar identity model™, which focuses on self-efficacy and future orientation, and emphasizes the importance of mentors and sponsors in academic and research endeavors. [Extracted from the article]

Human rights create a protective zone around persons and allow them the opportunity to further on their own valued without interference from others. This paper applied the concept of human right to gifted and talented learners. First, the study briefly analyze the concept of human rights, their structure and justification. The study also applied the model of human rights in relation to gifted & talented education and argue that it has the resources to bridge the perceived gap between rights and needs and to offer practitioners ethically defensible practical guidance. Finally, the study included some future reflections on human rights in the area of gifted education. [ABSTRACT FROM AUTHOR]

Students' talent and potential cannot be served until they are recognized by schools or caregivers. While the field of gifted education has had success in identifying many students with talents in reading and mathematics, those with spatial talents are often overlooked. This article reviews how we might identify spatial talent using traditional tests as well as observations during planned activities. Identifying spatial talent is an area in need of further research and assessment development. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) has emerged as a valuable tool in seamlessly integrating three important components of talent development: academic acceleration, classroom inductive teaching techniques focusing on depth and complexity, and opportunities for interest-based activities. These three components of talent development within gifted education services can be likened to a three-legged stool. Each component is crucial to accommodate and stimulate the intellectual growth of gifted students. [ABSTRACT FROM AUTHOR]

This year, 2024 marks the 70th anniversary of Brown versus Board of Education (1954). Despite this amount of time since Black students were legally allowed to attend schools with White students, the goal(s) of this landmark court case have not been achieved. Schools are not desegregated in many states and districts. Even more segregated is gifted and talented education (GATE) in which Black students are underrepresented about approximately 55% (Office for Civil Rights' Civil Rights Data, 2023) ; denied access exists more for this group more than any other. In this brief article, we juxtapose GATE with the tenets of Brown, and provide recommendations and resources for families and educators from various disciplines. We urge educators to turn from equality to equity in order to truly advocate for their Black students. [ABSTRACT FROM AUTHOR]

Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self‐perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann–Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self‐assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re‐examination of negative attitudes towards females in the direction of a particular professional orientation. [ABSTRACT FROM AUTHOR]

An interview with Genevieve Thraves, a Senior Lecturer in Learning and Teaching, and Inclusive Education at the University of New England, is presented. She discusses her early experiences with gifted education and her journey into academia, she highlights her personal encounters with gifted education, transition from being a soldier to a teacher, and insights into the challenges and opportunities in gifted education, particularly in remote Aboriginal communities.

This study sought to determine the factors that motivate teachers to differentiate curriculum for gifted students in a case study school in Victoria, Australia. For this purpose, 10 teachers from Year 7-9 mixed ability classes at the school were engaged in interviews about their practice of differentiation specifically for gifted students and the factors that either motivated or demotivated them to differentiate. Thematic analysis was conducted on the collected data. The resulting themes provided useful insights into the challenges that teachers face to cater for gifted students and their need for more support. The key findings of the study indicated the presence of many barriers to differentiating curriculum for gifted students including misconceptions, negative attitudes, gaps in support and competing interests. By comparison, the most significant motivator to differentiate curriculum for gifted students was around delivering 'good teaching', otherwise known as best practice teaching in the education sector. Findings suggest that a general lack of training in gifted education was evident in this context and suggest that greater school support and professional development is needed to assist teachers to provide appropriate differentiation for gifted students. [ABSTRACT FROM AUTHOR]

Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagné's Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped the Australian policy landscape. With recent changes in the gifted education policy and guidance space in many Australian states and territories, it is appropriate to explore whether there is a paradigmatic shift occurring. This research adopted a document study methodology, and found that the DMGT is still a favoured model, which means that an essentialist vein continues to flow through many of the Australian state and territory gifted education approaches. At the same time, most states and territories are attempting to embrace more dynamic approaches to supporting giftedness, which leads to paradigmatic confusion at the policy and guidance level. [ABSTRACT FROM AUTHOR]

Intergenerational education mobility is a key dimension of social mobility and explores the extent to which educational attainment is transmitted across generations within a society. The implications of low education mobility concern both equity (everyone should have the same opportunities) and efficiency (it would be good for the economy and society if the most gifted and deserving young people were to study and not the children of the already educated). The literature identifies several drivers that can influence the level of social mobility in general and education mobility specifically, including characteristics of educational systems, public spending, degree of urbanisation, informal frictions, and beliefs. This paper seeks to identify 'patterns of intergenerational education (im)mobility' through a cluster analysis that takes into account the level of intergenerational mobility in education and a number of variables concerning its possible drivers, considering data on 82 countries (with different levels of development). The advantage of cluster analysis lies in the possibility of identifying regularities, but avoiding reasoning 'on average', i.e., safeguarding the possibility that different social patterns may exist. The results also allow us to speculate on possible policies to increase school mobility, highlighting, among other things, the 'equalising' role played by public spending on education. [ABSTRACT FROM AUTHOR]

While there are numerous public centers for gifted children outside of compulsory school hours in Türkiye, facilities for gifted preschoolers remain limited. To address this gap, a consortium of public and civil organizations established Şanlıurfa Gifted and Talented Education Center for children aged 3-6 years, funded by the Ministry of Industry and Technology from 2021 to 2023. This study, one of several academic initiatives within the project, explores parental perceptions of giftedness in young children, comparing views of parents whose children scored within normal and high IQ ranges. Upon the project center's opening, advertisements solicited applications for full-time programs. During the spring semester of 2022, 81 volunteering applicant families completed semi-structured interview forms, explaining how they came to the conclusion that their children were gifted. Subsequently, their children underwent IQ testing, classifying them as either within the normal or potentially gifted group. Researchers conducted content analysis on the initial family responses to identify perceptual differences between families of children with normal and high IQ scores. The analysis revealed several characteristics parents associate with potentially gifted preschoolers, aligning with existing literature. These include language proficiency, curiosity, strong memory, interest in mathematics and foreign languages, musical talent, rapid comprehension, sociability, high attention, logical thinking, and creativity. Notably, many of these traits were also attributed to children scoring within the normal IQ range scores, with exceptions being early reading and writing abilities, leadership skills, and expert opinion. The study concludes that parents of both gifted and typically developing children identify similar indicators of giftedness and subtle differences seem to exist in their perceptions of these traits. Further research is recommended to explore implications for the early identification and support of gifted children. The paper's conclusion discusses the full implications and limitations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child's potential, and family–school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family–school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children's talents but also with promoting their well-being. If schools were opposed to meeting their children's needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants. [ABSTRACT FROM AUTHOR]

Two types of critical theories have increasingly been used to understand LGBTQ+ individuals and persons with disabilities: Queer and Crip theories. Queer Crip theory can be used to analyze elements (e.g., traits, behaviors, contexts, and skills) of the lives of gifted and talented LGBTQ+ youth who also have disabilities, as those elements have recently appeared in the professional literature, the popular press, and the LGBTQ+ press. This piece reviews the definitions of Queer and Crip theories as well as the prevalence and challenges of persons who are gifted and LGBTQ+ with disabilities. The article critically examines eight different groups of frequently seen gifted LGBTQ+ students with disabilities. Gifted LGBTQ+ youth with learning, emotional/behavioral, hearing, vision, orthopedic, health, speech/language, and autism spectrum challenges are examined for these groups' distinctive definitions, constituent groups, famous individuals, educational masks and solutions, and social-emotional solutions emanating from students' queer identities. In the spirit of Queer Crip theory, conclusions encourage gifted LGBTQ+ youth with disabilities and their educators to consider carefully the future challenges—and joys—that may be involved in implementing the suggested educational and queer identity approaches. [ABSTRACT FROM AUTHOR]

This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants' perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants' (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed. [ABSTRACT FROM AUTHOR]

A recent report from the Fordham Institute examined the state of advanced education policies in American school districts. The report found that district policies for advanced learners are generally mediocre, with most districts using cognitive ability tests, teacher recommendations, and parent recommendations to identify advanced learners. Advanced programming in elementary and middle schools is limited, with most programs being part-time pull-out classes or in-class differentiation. High schools generally offer advanced programming, but access may be limited based on prerequisites and recommendations. District demographics were not found to be good predictors of district policies. The report recommends that districts adopt stronger policies, expand access to advanced education, use local norms to identify students, and focus on the content of advanced education programs. Another study from RAND examined the opportunity structures for mathematics education. It found that grouping students by achievement level is more common in middle schools than in elementary schools, and that diagnostic and benchmark assessments are commonly used to group students. Middle school mathematics teachers are more likely to be certified to teach math and have deeper knowledge of math content and pedagogy compared to elementary teachers. The study recommends using multiple data points to place students in math classes, working closely with teachers and parents, and providing more opportunities for teachers to build their knowledge of math pedagogy and content. A third study examined three school districts that have embraced excellence and equity in advanced education. These districts have implemented practices such as screening every student for inclusion in advanced programs, starting advanced programs in elementary school, expanding access to more students, and providing support [Extracted from the article]