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Definitions of giftedness developed in the USA have included both creative and leadership giftedness for over 40 years, but there has been relatively little empirical study of the implementation of programming in either of these areas. Because gifted education practices in the USA may provide models for the development of these practices in other countries, it seems important to evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings. In this pilot study, I examined gifted policies to identify US states that would be highly supportive of programming in leadership or creative giftedness. I then searched systematically for evidence of such programming on the gifted education pages of district Web sites within two of these states. Findings reveal that a widely varied level of detail is provided online at the district level; while there was at least one strong description evident in both the creativity and leadership areas, these were the exception rather than the rule. Further study is needed to confirm and extend these findings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review analyzes publications about leadership education among talented and gifted students since 1980. Four major emphases are identified within this literature, and empirical articles within each area of emphasis are summarized and critiqued. Analysis confirms that a consolidated theoretical framework for leadership giftedness has not yet materialized, although limited consensus may be emerging regarding the aspects of leadership that are more or less responsive to instruction. Findings suggest that more research may be needed to justify retaining leadership ability within the federal definition of giftedness. Three suggested directions for future research on youth leadership giftedness are extrapolated from this foundation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Language minority students, while often underrepresented in traditional gifted programs, can benefit from "heritage language" courses focused on developing academic proficiency and exploring challenging content in their home language. We describe how heritage language courses can provide an appropriate venue for the identification of gifted potential among language minority students, how such courses can enhance student motivation for learning, and what cognitive benefits may be associated with additive bilingualism developed through such courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Despite numerous calls for research on parents of gifted learners, researchers have given only cursory treatment to the topic. In this article, the authors review and synthesize 53 sources, published since 1983, on parents of gifted learners. Existing research on parents of gifted learners may be categorized into three thematic areas that include (a) parent influence, (b) parent perceptions of giftedness and ability, and (c) parent satisfaction with gifted programming. Theory-driven research is conspicuously absent from this body of work, and study designs emphasize self-report measures and lack control groups. The analysis of this literature reveals gaps in the research record and offers recommendations about where future research should be focused. These areas include attitudes, values, and expectations of families of underserved gifted children; relationships between parents and schools; parents’ understanding of giftedness; parents of gifted underachievers; and how parents support and influence their children at home. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces a set of open science practices that can increase the rigor and trustworthiness of gifted education’s scientific findings: preregistration, open data and open materials, registered reports, and preprints. Readers are directed to Internet resources for facilitating open science. To model these practices, a pre peer-review preprint of this article is available at https://psyarxiv.com/nhuv3/. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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