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The purpose of this study was to conduct quantitative non-experimental research to examine the perceived cognitive and motivational characteristics in math problem solving of high school students across gender in China. Participants of the study have been identified as academically gifted, creatively talented, and non-gifted in mathematics. Specifically, the study examined main and interaction effects of the type of giftedness and gender in students' perceived ability, effort expenditure, value, and self-efficacy in math problem solving situations. In addition, the study investigated predictive relationship between students' cognitive and motivational characteristics and math creativity, and the effects of family processes on math creativity. Descriptive statistics, multivariate analyses of variance (MANOVA), univariate analyses of variance (ANOVA), and Multiple Regressions Analyses were conducted to answer the research questions. The group and gender main effects were statistically significant in the multivariate analyses. Male students reported higher math ability scores than female students in the creatively talented group. The ANOVA indicated that group-gender interaction effect was found only in the math effort. Tests of simple effects for gender on math effort indicated female students put more math effort than male students in creatively talented group. Tests of simple effects for the group indicated that male students in academically gifted group had a higher mean effort score compared to male students in creatively talented group. Furthermore, the results of two-way ANOVA revealed statistically significant differences in students' math creativity among the three groups and across gender. Non-gifted students demonstrated lower scores on the math creative problem solving ability performance than the other two groups. Male students had a higher score than female students in math creativity. Finally, the multiple regression analysis for the math cognitive and motivational characteristics indicated the statistically significant contribution of students' math ability to students' math creativity, while the results of multiple regression analysis of family processes indicated that only parental support contributed to student's math creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this quantitative study was to analyze the effect of school socioeconomic status, presence of gifted programs, and teacher's ethnicity on teachers' perception of their students' potential, giftedness identification, and administrative support in a suburban school system with a high representation of minorities and students who are culturally, linguistically, economically diverse. The participants in the current study consist of 293 teachers selected from a suburban school district located nearby a large metropolitan city in the northeastern part of the United States. The survey used in this study is a 47-item online instrument adapted from the Snapshot Survey of Gifted Programming Effectiveness Factors: Using the National Gifted Teacher Preparation Standards and NAGC Program Standards to Inform Practice. MANOVA analysis indicated that teachers' perceptions of giftedness were significantly different between schools of high poverty (Title 1), schools of low poverty (non-Title 1), schools with gifted programs, and teacher ethnicity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study investigated the developmental trajectories of the Implicit Theories of Intelligence among gifted and non-gifted Filipino students. when students were grouped by giftedness. gender. grade level, and prior science academic achievement. The researcher also determined the predictive relationship between students' view of intelligence and IQ score, grade level, and prior science academic achievement when students were grouped according to giftedness. Students' implicit theories of intelligence were determined using Dweck's (2000) Implicit Theories of Intelligence Scale for Children (ITISC) and IQ score was measured by administering the Raven's Progressive Matrices. Archival data of students' scores in the science diagnostic and achievement assessments in the school year 2016-2017 were used to measure the students' prior science academic achievement. This study was conducted in two large elementary and secondary public schools in Compostela Valley Province. in the southern region of the Philippines. The participants were 1 72 grades 4-6 pupils and 182 grades 8-10 students. The data collected from the participants were analyzed through quantitative method using descriptive statistics. t-test, Pearson r correlation, Chi-square. and Stepwise multiple linear regression. Among the major findings were the following: there was no significant difference in the view of intelligence between the gifted and non-gifted students: both male and female groups consistently registered a higher degree of growth mindset: high school students tend to portray a higher degree of growth mindset compared to elementary pupils: students with above average science achievement demonstrated the highest degree of growth mindset while average science achievement students had a higher degree of growth mindset compared to those with below average science achievement: and view of intelligence was significantly predicted by grade level and prior science academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)