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Grouping used by teachers to address the diverse needs of their students and with aim to close the achievement gaps has become more popular recently and is one set of education strategies. Grouping can be used in schools to meet the needs of students with gifts and talents without incurring additional cost. However, grouping, and specifically, ability grouping, has been the subject of much and heated debate during the past three decades. Researchers from both sides of the ability grouping debate continue to discuss the pros and cons of its application in schools. As such, not all educators support the use of grouping, and further, not all forms of grouping strategies bring about the same results. For grouping strategies to appropriately meet the needs of students with gifts and talents, there are more factors to consider than simply putting students of similar levels of academic achievement together. Namely, curriculum and instruction has to be adjusted to accommodate the needs of these students, and care must be taken to ensure that other students receive appropriately enriched instruction and interesting curriculum so that they have a high-quality education that promotes academic growth and achievement. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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It is easy to assume that gifted students will be successful at school, because--by definition--they learn and understand things more quickly and more easily than their age-mates do. But, school accomplishment is no guarantee; motivation plays a critical role in success. Because motivation is so complex, there are various routes to enhance or stifle it, and teachers, parents, and peers travel many of those routes. In this chapter we focus on understanding gifted students' motivation, and address what others can do to promote these students' adaptive motivation, with an emphasis on the middle- and high-school grades. We take the approach that gifted adolescents are characterized by high ability in one or more areas of human endeavor, but vary dramatically in their motivational profiles, showing patterns of motivation that range from optimal to maladaptive. This perspective allows us to consider underachieving gifted students who exhibit maladaptive motivational patterns. It is also consistent with dynamic and incremental approaches to viewing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In the fictional Harry Potter series, one of the tools in Harry’s arsenal against the evil Lord Voldermort is his cloak of invisibility. With this cloak, Harry is able to walk the halls of Hogwart’s School of Witchcraft and Wizardry unseen by those around him (Rowling, 1997). This phenomenon occurs daily in hallways and classrooms of schools all across the country, though not for the greater good, as twice-exceptional students’ gifts, and even their challenges, may go unrecognized by teachers, counselors, and administrators. Moon and Reis (2004) asserted that because it is outside the norm, giftedness is, by definition, exceptionality. For students to be considered twice exceptional, they must display characteristics associated with giftedness and with one or more learning or behavioral disorders (Baum & Olenchak, 2002; Baum, Olenchak, & Owen, 1998; Moon & Reis, 2004). Much like giftedness, varying definitions of twice-exceptionality exist. In 2009, a joint task force consisting of representatives from the National Research Center on the Gifted and Talented, the Association for the Education of Gifted Underachieving Students, and the Bridges Academy developed a comprehensive definition that encompassed the identification and servicing of this unique population. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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