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The purpose of this study is to conduct a theoretical exploration into the conceptual interrelationships among information processing, psychosocial adjustment, and sensory processing in the population of gifted youth. Although researchers have now been studying various aspects of giftedness for almost a century, many controversies persist with regard to the psychological functioning of gifted children and adolescents. The aim of this study is to develop more conceptual clarity regarding information processing, psychosocial adjustment, and sensory processing in gifted youth to contribute to the understanding of how these constructs manifest themselves and bear upon the phenomenology of giftedness. This will involve a creative integration of theory and research across various disciplines, including psychology, medicine, and occupational therapy. Four major areas of conceptualization are included: social and emotional characteristics of gifted youth, psychosocial adjustment of gifted youth, processing and intelligence, and processing and temperament. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the effects of student characteristics on mathematics achievement for three definitions of giftedness (gifted in general, mathematically gifted, and high achieving) from kindergarten through fifth grade using a nationally representative data set, that of the Early Childhood Longitudinal Study. It employed a hierarchical linear model to estimate the impact of student characteristics on the initial status and slope of the Item Response Theory-scaled mathematics scores (dependent variable) of children across time. The student characteristics used were gender, ethnicity, socioeconomic status, definition of giftedness, initial reading ability, and motivation in 3rd grade. Findings showed that student characteristics accounted for over half of the variability in student's initial status. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

There are a wide variety of theories, beliefs, and practices as to what constitutes intelligence, how to define and measure giftedness, and why gifted students academically achieve or underachieve. However, while the current trend is to include other gifted eligibility criteria, in addition to mental ability, more studies are needed as to how academic success relates to gifted eligibility requirements. This study utilized a quantitative research design to compare the Grade Point Averages of recently graduated seniors (N=25), who had previously been identified as gifted based on the Forsyth County School System and the state of Georgia's procedures and rules determining such status. Of the 25, 13 (52%) were males, and 12 (48%) were female, nine (36%) had qualified under the psychometric approach and 16 (64%) became eligible under the multiple criteria approach. While all qualified for the gifted program while attending Forsyth County schools, the grade levels at which eligibility was established ranged from as early as Kindergarten to Grade 8. Data was collected from each participant's gifted folder, as well as from the system's online grading program. Descriptive statistical methods, one-tailed t-tests, and probability ( p) values were used in the analysis of the data. Results indicated no significant differences in academic performance, as measured by the academic Overall, Language Arts/Social Studies, and Math/Science GPAs, when compared to eligibility criteria results. However, this study offers several implications and recommendations for school systems and individual schools as to the identification, curriculum, instructional planning, and support of their gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study involved the creation, development, and evaluation of the HOPE Scale, a 13-item teacher rating instrument to help educators identify students from traditionally underrepresented populations such as those from low-income, Hispanic, African American, or Native American families. Scale items related to academic and social components of giftedness and talent. To accomplish this goal, the HOPE Scale was completed by approximately 350 teachers on their respective 5995 students in the fall of 2007. Subsamples of these data were then analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) in order to determine the model that best fit the data. When these analyses were completed, the resulting model contained eight items on the Academic Scale, three items on the Social Scale, and two items were discarded. A Revised HOPE Scale was then created and administered by a new sample of 71 teachers on their respective 1700 students in the spring of 2008. A similar CFA was conducted which was followed by multi-group CFA (MCFA) procedures to evaluate across-group equivalence for gender, income, and racial/ethnic groups. The MCFA procedures indicated that differential item functioning was not present for income or racial/ethnic groups, but that some non-equivalence was present when comparing gender groups. The Revised HOPE Scale was also evaluated using multilevel modeling (MLM) to determine the effects of different predictor variables (income, gender, ethnicity/race) within the context of the classroom teacher as a clustering variable. These results indicated that low-income, African American, Asian, and Hispanic student status were all negative predictors of HOPE Scale subscores. However, each variable was only in the small range for effect size, indicating a relatively small influence on subscale score. In general, the HOPE Scale performed well for various gender, income, and ethnic/racial groups. Practitioners are cautioned to use local norms when making student comparisons as mean scores for certain groups (e.g., low-income students) are lower than for others. The creation of local, specific group norms will help educators better understand how certain students compare to others of similar background and experience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A broadened conception of giftedness has impacted the language and nature of the field of gifted education, making talent development its central metaphor. Despite the emergence of the talent development paradigm, relatively little talent development research exists among racially and socioeconomically diverse learners. The purpose of this study was to expand upon talent development research and to examine how well academic potential predicts success. This study employed secondary data analysis of the National Education Longitudinal Study of 1988 (NELS:88). Françoys Gagné's Differentiated Model of Giftedness and Talent served as the theoretical and conceptual framework. The analytic sample included 1,916 Black and White eighth grade students who scored in the top decile within their racial group on any one of four base-year achievement tests. Descriptive statistics and regression analyses were used to examine educational degree attainment and occupational prestige. Findings revealed that socioeconomic indicators were the most influential predictors of success for both Black and White students. Additional common predictors of success included attending a private school, grades being important, and participation in gifted programs for Black students and Advanced Placement programs for White students. Additional findings demonstrated comparable educational degree attainment and occupational prestige across race and levels of academic potential. Several interrelated implications for policy, practice, and research emerged from this study. Most notably, policy implications include establishing identification policies that err on the side of inclusion, and a shift in focus from early indicators of the achievement gap to an emphasis on long-term educational and life outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Research indicates that social and emotional factors play a very important role in the achievement levels of all learners and especially so for gifted populations. This qualitative multi-case study was designed to explore, with a sample of secondary level gifted students, their lived experiences and the influences that contribute to their learning success. The rationale for this study stems from the researcher’s desire to discover ways to better support secondary gifted students and to help them find more engagement and passion in school. The purposefully selected sample was composed of five students at the middle and high school levels who had been previously identified as gifted. Additionally, another 17 participants (parents, teachers, administrators, counselors, and one school board member) were included in the study to lend further insight into the experiences of the student participants. The primary data collection method was in-depth interviews. Supportive methods included multiple classroom observations and document analysis. The data were coded and organized according to the researcher’s questions. Analysis and interpretation of findings were organized according to this abbreviated conceptual framework: (a) Intrinsic and extrinsic influences; (b) Programming; (c) Achievement; (d) Relationships; (e) Affective struggles; (f) Understanding. This research revealed that affective factors influenced these students greatly (in positive and negative ways) and these social and emotional student needs are rarely addressed at school. Further, it was discovered that the students lacked meaningful relationships with teachers at school and that there was a general lack of understanding about giftedness across all sections of this learning community. Recommendations are made for the school district, specific school sites, teachers, parents, and students as well as for future research possibilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of the present investigation was to analyze the measures used in a New Jersey Public School district for the assessment of giftedness among male and female Intermediate and Middle School children. In addition to gender, special education classification status was also evaluated as a variable. Educational data of 89 male and 60 female students who were assessed for giftedness using an achievement index rubric based on the weight of three criteria, (i.e. New Jersey Assessment of Skills and Knowledge standardized assessment data, the Scales for Rating the Behavior Characteristics of Superior Students data, and classroom grades) was evaluated. It was hypothesized that the more subjective component of the district's assessment process would be the best predictor of acceptance to the Enrichment Program. It was additionally hypothesized that there would be a significant difference between the Tier I assessment performance of male and female students. It was also hypothesized that there would be a significant difference between the Tier 1 assessment performance of special education and general education students. Finally, while it was believed that the district's assessment methodology would exhibit the ability to differentiate between the gifted and general student populations, it was hypothesized that an exploratory analysis of measures would reveal significant limitations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The objective of this study was to conduct exploratory research addressing the primary question, “To what extent is there evidence of underachievement among white, middle- and high socioeconomic status (SES) gifted males?” An underachieving gifted student (UAG) in this study was defined as a student possessing characteristics of both an accelerated learner and a low performer. Giftedness was defined by school district identification; underachievement was measured by school GPA ≤ 2.0. (District population 18,500, 51% male, 44% white, M/H SES 77%; Gifted population within district 3,133, 1,446 male, 2,060 white, 84% M/H SES.) The study found UAG existed in a small percent of the sub-group evaluated. The secondary questions of which factors in school performance appeared to be contributing to UAG within the sub-group and how members of the population perceived themselves in relation to their school experience were explored. A combination of quantitative and qualitative research methodology was utilized in the study. Descriptive statistics were generated through computer sort, the School Attitude and Assessment Survey-Revised (SAAS-R, D.B.McCoach, 2002) was administered to sub-group members, and structured interviews utilizing a constructivist interpretive paradigm were conducted with triangulated groups of students, parents, and teachers. The sample obtained similar Cronbach Alpha reliabilities on four of the five SAAS-R factors as the original survey with the exception of Academic Self-Perception (ASP) [Sample ASP (.635); original (.890)]. Ten thematic lines of commonality emerged in the study: high level of internal challenge, constancy of stress, mismatch between individual thinking patterns and school structure, high EQ/IQ indicators, internal asynchrony, relative importance of sociability, intellectual skill gaps, resilience, coping mechanism development, and sub rosa functioning. The purposes of the study, to begin filling an existing gap in literature on gifted underachievement, provide description of the sample, give voice to actual members of the population, and provide information of use in continued development of effective differentiated instruction were addressed. Results indicated that the sub-group contains members who could be considered “at-risk” in terms of traditional academic achievement. The implication is that students traditionally considered as “advantaged” also require individual attention in order to thrive within our schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

On the tenth anniversary of a series of school rampage shootings in Springfield, Oregon, Littleton, Colorado, and Conyers, Georgia, the purpose of this study was to determine whether there were indications of intellectual, academic, or creative giftedness with emotional/behavioral disorders in the perpetrators. In addition, through historiographical methods, this study was designed to allow for themes to surface from the authentic writings of the adolescent shooters. Similarities in previous research results are reported in the meta-analysis, and categories derived from my analysis of the writings of Kip Kinkel, Eric Harris, Dylan Klebold, and T.J. Solomon are indicated in the analysis chapter. These categories are: (1) existential thinking, (2) control/power, (3) image, (4) blame, (5) cognitive/affective thinking problems, (6) lacking meaningful connections, (7) meaningful connections, (8) creativity, and (9) intellectualization. In addition, two themes surfaced in this study. They are: (1) The desires of the boys to improve their image may have been their motivation to take control of the negative circumstances in which they perceived themselves to be; and (2) The perpetrators felt devalued for their natural proclivities for creative and/or intellectual strengths, which may have caused them to question existentially why they were here, and to blame a higher power for their burdens. Finally, the themes evolved into one assertion. The aforementioned themes may have contributed to self-doubt of their value in the world; hence, contributions toward a diminished level of social-emotional self-efficacy may have deepened, which in turn, may have stimulated their need for gaining power and control to improve their image according to their perceptions and the perceptions of their peers. The implications of this study are discussed, along with several recommendations for future studies and programming for G/T children and for children with E/BD's. Finally, I share recommendations for those involved with the criminal aspects of these and future cases. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Part one of this study relied on archival data of an urban public high school to explain and compare the Advanced Placement (AP) and International Baccalaureate (IB) course taking patterns and program exam performance of high school students who had participated in the district's program for gifted learners, the Extended Learning Program (ELP), when in grades 4-8, with those that did not. Adapting Gagne's (2003, 2004) Differentiated Model of Giftedness and Talent (DMTG) as a conceptual framework, part two of this study examined the intrapersonal and environmental catalysts affecting the talent development process as perceived by seniors, enrolled in an AP or IB course. Seniors taking AP or IB and who had participated in the Extended Learning Program, were asked for their perceptions of the program's role in enhancing high-level performance and creative interest. From archival data, former ELP students enrolled in more AP and IB courses, had higher mean scores on AP and IB exams, earned over 85% of the AP and IB awards, and were more likely to graduate when compared to non-ELP students. From survey data students indicated that they perceived their internal characteristics as most responsible for their talent development process, noting hard work and persistence as critical traits. Those who had participated in the ELP found it offered opportunities to be with like peers, to work on challenging and advanced curricula, and to better prepare for the academic challenges ahead. Based on these findings, recommendations for policy that focus on the need for longitudinal tracking of gifted learners across elementary and secondary levels are made. Recommendations for practice include work with counselors to provide appropriate assistance in academic planning, especially for underserved populations. Suggestions for future research include studies that examine teacher receptivity to promoting talent development processes in gifted and high ability learners. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program recognizes students under the age of 18 who have completed a significant piece of original work in one of six fields: science, technology, mathematics, music, literature, or philosophy. Parents of four of the Fellows also participated in the multiple-case study, which used semi-structured phone interviews to gather data. The cross-case analysis of this multiple-case study revealed that the Fellows traveled multiple pathways to success. Each Fellow and his family took advantage of different educational options, formal and informal. No consistent educational programming existed across participants from different schools in different areas of the country, except AP® courses and science fairs. The Fellows encountered a number of different negative catalysts in the environment, including a lack of challenge in the public schools, inconsistent treatment by teachers and administrators, variable availability of challenging school and extracurricular opportunities, difficulties with peers, and challenging logistical arrangements necessary for participation in extracurricular opportunities. The strength of these negative catalysts was offset by a number of protective factors, or positive catalysts. The positive catalysts were both strong and numerous in each of the Fellows. Each Fellow presented evidence of very high ability. They were healthy. They were raised in supportive learning environments that encouraged taking risks, striving for excellence, and improvement over earning good grades. They had multiple supportive adults in their lives: parents, teachers, and mentors who created a layered support system. When one adult was not available, there were others on whom the student could depend in a crisis. The parent relationship was particularly strong. Each Fellow reported, and each of the parents confirmed, a uniquely supportive relationship with their parents marked by mutual respect and admiration. Each Fellow presented strong motivation for his work. Each displayed a candid awareness of his own strengths and weaknesses, and a willingness to confront and apply himself to remedy weaknesses. They all presented compelling evidence of a tenacious perseverance. Stronger than the negative catalysts, these positive catalysts worked in concert to protect the individual against failure or resignation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Twice-exceptionality can be defined as the co-occurrence of intellectual giftedness and disability, including academic, social-emotional, and behavioral problems. There is a lack of empirical research examining the area of twice-exceptionality; and, as a result, there is insufficient support for the current definitions, identification criteria, and interventions employed for twice-exceptional individuals. The heterogeneity of this population highlights the importance of exploring the cognitive patterns present among twice-exceptional individuals to facilitate the identification as well as the treatment of this population. The present study examined the Wechsler Intelligence Scale, Fourth Edition (WISC-IV; Wechsler, 2003) profiles of 95 twice-exceptional children and adolescents to facilitate the discovery of subtype patterns present among this group. A two-stage cluster analysis revealed 7 twice-exceptional subtypes that were differentiated primarily by level of performance on the 4 factor scores. The identified twice- exceptional subtypes provide information about characteristic strengths and weaknesses that not only facilitate the identification of twice-exceptional students, but also carry implications for educational intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The current project is the first study to investigate the competence of academically gifted youth across multiple dimensions of the peer system. To date, there is no comprehensive examination of the social functioning of gifted youth, severely limiting what is known about the overall social world of gifted youth and the extent to which the subset of gifted youth with peer problems experience the same adjustment difficulties related to negative peer interactions. By examining how aspects of sociometric status, friendship and social network centrality relate to a myriad of outcome variables, the current study permits a comprehensive investigation of the risk profile associated with problematic peer relations among gifted youth within the adjustment domains (behavioral, academic and psychological functioning). Participants included 327 adolescents, 149 identified as gifted, who were initially assessed in the 7th grade and were then reassessed 2 years later. Consistent with prior research, findings from the current student provided evidence that academic giftedness was generally associated with more positive peer relations as well as more positive functioning across behavioral, academic and adjustment domains when compared to non-gifted adolescents. However, findings from the current study did not find evidence suggesting that gifted youth experience significantly less peer problems than their non-gifted peers. As such, the current study substantiates predictions that there are indeed subgroups of gifted youth who experience peer problems and they were found to be similarly at risk as non-gifted adolescents with peer problems regarding negative behavioral, academic and psychological adjustment. However, the most alarming finding revealed that the negative effects of being rejected were more pronounced for gifted students, who were the most victimized students in the entire sample, even more than non-gifted peers who were rejected. Findings from the current study highlight the complexity of the social world of gifted adolescents and underscore the importance for future research to continue examining the social difficulties of gifted youth. Limitations and implications of these results are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to determine what has been written about family therapy in the school setting in the professional literature of the fields of family studies, family therapy, and education from 1999 to July 2010. Selected terms related to systemic family therapy in the school setting were used to search 18 scholarly/academic journals for articles on this topic. The number of articles found was presented as a percentage of the total number of articles published in the journal in the specified period of time. The professions of the authors of the articles were presented. The articles that met the selection criteria were qualitatively analyzed for themes. One predominant theme emerged through analysis of the texts: the usefulness of systemic family therapy in the school setting. No article was found that did not support the use of family therapy in schools. Passages of text from the articles were presented to illustrate the theme. Most articles discussed the usefulness of family therapy in the school setting for children's behavior problems. Texts illustrated the uses of family therapy in the school setting for diverse issues including selective mutism, giftedness, disability, asthma management, and dating adolescent couples. Conclusions from this content analysis, along with limitations and implications, are discussed. Recommendations for future research in the three fields, family studies, family therapy, and education, in the area of family therapy in the school setting are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study examined parents’ help-seeking behavior during the gifted identification process. The literature on help seeking reveals an extensive body of research. However, the research exploring parents’ help-seeking behavior for gifted children is nonexistent, despite the fact that children identified as gifted frequently experience academic, social, emotional and behavioral problems. Parents of children who had been identified as gifted were surveyed to (a) identify the number, type and variety of informal and formal sources parents consult when they suspect their child is gifted, and (b) identify socio-demographic characteristics (gender, age, education, socioeconomic status, race/ethnicity) associated with these patterns of help seeking. Informal sources included family members, friends, parent groups, Internet research, and books and articles on giftedness. Formal sources included teachers, pediatricians, psychologists, and other mental health professionals. Of those surveyed, 86% reported that academic issues were important or very important in their decision to seek help during the gifted identification process, while 66% reported that social, emotional, or behavioral issues were important or very important in their decision. Parents reported consulting an average of four informal or formal sources of support, and the majority of parents reported equal use of informal and formal sources. Results indicated that, similar to help seeking patterns for mental health or medical issues, a vast majority of respondents consulted both informal and formal sources. Although the results of this study did not support a significant correlation between parents’ overall help-seeking approach and socio-demographic variables, certain variables were significantly correlated with use of informal versus formal sources. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to investigate the perspectives of gifted/talented teachers on perceived characteristics of mathematical giftedness and talent, as well as what current instructional strategies are being used with mathematically gifted and talented students in the general education classroom. The following research questions were addressed: (1) What student characteristics do K-12 teachers identify as possible indicators of mathematical giftedness/talent? (2) How are K-12 students identified as being gifted/talented in mathematics? (3) What instructional approaches do K-12 teachers suggest to support the learning of mathematically gifted/talented students? In order to answer these questions, a survey instrument was developed based on an extensive review of the professional literature. The online survey was administered to teachers of gifted/talented students across the United States. Responses from 114 teachers who participated in the survey were analyzed. The quantitative analysis consisted of descriptive and inferential statistics using Chi Square test of independence and Fisher Exact test. Participants’ written comments that accompanied the survey instruments, as well as their responses to open-ended questions, constituted the qualitative piece of the study. These qualitative data were analyzed using content analysis. The most significant conclusion of this study is that teachers do often recognize mathematically gifted and talented students within their classrooms and know that differentiation is needed for these students. However, teachers have difficulty providing the best possible instruction for these students because they feel that they face a number of obstacles. The obstacles include large class size, lack of training, lack of help in the classroom, and lack of time to plan. The study reveals that, in the opinion of teachers, little differentiation occurs consistently for gifted and talented students. In order to more effectively meet the needs of gifted and talented students in the general education classroom, survey participants felt that a collaborative effort will be required from administrators and teachers to provide appropriate staff development about differentiated instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler’s theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Utilizing elements of Lightfoot and Davis’s (1997) portraiture method and life history interviews, this qualitative research study explores the portraits of four Mexican-origin scholarship boys. Two Mexican-origin students and two professors were selected from a snowball sample. A snowball sample consisted of gathering referrals from graduate students and faculty who contacted me through email to comment on their personal identification with the scholarship boy themes discussed in the essay I authored, Lost in Degree: a Chicano PhD Student’s Search for Missing Clothes (2007). I use the term “Mexican-origin” as a concept that identifies the subjects of this study as being of Mexican descent. All of the participants were born and raised in low SES, urban settings in the United States and they are children of Mexican-born parents. Hoggart’s (1957/2006) scholarship boy framework serves as the primary theoretical lens guiding this work. Rodriguez’s (1982) seminal work on this topic, Hunger of Memory, enumerates how this concept may apply to Mexican-origin scholarship boys. This study also utilizes Dubois’s (1903) double consciousness and Anzaldúa’s (1999) mestiza consciousness to analyze the ways in which Mexican-origin scholarship boys used culturally situated constructions of giftedness, “ghetto nerd” (Diaz, 2007) masculinities, and philosophical perspectives related to “home” to pursue academic excellence and cope/challenge the microgressions they experienced in K-12 schooling and higher education. The scholarship boys in this research provide critical information germane to the struggles and strategies used by academically successful Mexican-origin students as they negotiate the experiences related to the contrasting working-class culture of their upbringing and the middle-class culture of academia. While studies often focus on academically low-performing Latino students, this work explores the narratives of working-class Latino students who attained a graduate level education. Moreover, this research complicates clean “victory narratives” by unearthing various aspects of loss and gain inherent to the Mexican-origin scholarship boy trajectory. Findings inform scholarship in the areas of pedagogy, education reform, philosophy of education, education policy, curriculum, and revisionist conceptualizations of giftedness and human development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this case study was to observe the condition of teacher-perceived ability to recognize giftedness in children in one elementary school. Experiences of 16 teachers of Grades 2–5 (the grades served by the gifted education program) were examined by responding to a questionnaire to determine their history with gifted education, definition of giftedness in children, and involvement in the gifted child referral process. Existing data were examined to determine which of the teachers had accurately identified gifted children. The 3 teachers who had accurately identified a gifted child were interviewed. Questionnaire and interview responses were analyzed in the context of Clark’s (2002) Cognitive Function Differentiating Characteristics of Gifted Learners. Results of the study showed that teachers in this school did not receive adequate pre-service or in-service training in recognition of the gifted population. The study revealed that in this elementary school, students who did not meet a teacher’s preconception of the term giftedness went unreferred for gifted testing. The process of selection used by teachers when considering a student for referral was subjective in nature and influenced by classroom observations, other teachers’ opinions, and the teachers’ personal experiences with giftedness outside of classroom practices. Data suggest that confidence and accuracy in referring students were positively influenced by years of teaching experience. Recommendations include the following: that colleges and universities prepare pre-service teachers to identify characteristics of gifted children; that in-service teachers receive professional development in identification of gifted traits in students; and that federal legislation include language that provides for the special needs of gifted students and mandates training for pre-service teachers in meeting the needs of this population. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored teachers' prominent perceptions, misconceptions and significant differences among these misconceptions regarding giftedness in early childhood students, ages 3 to 8 through a survey. Teachers were asked 25 questions about the topics of giftedness and gifted young children. A total of 119 teachers completed the survey. First, regarding the findings on teachers' prominent perceptions, the findings indicated that most teachers accurately understood these perceptions: (1) the need for differentiation, (2) advanced verbal skills, (3) standard test bias related to students from diverse backgrounds, (4) family participation in identification and (5) language issues related to teachers' nomination for limited-English proficient (LEP) students. They also accurately understood that gifted students experience frustration, and have problems with motivation. Secondly, regarding the findings on teachers' prominent misconceptions, teachers held uncertain knowledge on these issues: (1) the effectiveness of cooperative learning in heterogeneous groups, (2) a negative effect of academic acceleration, (3) no need for special services, (4) cooperative play style and (5) creative tests for artistically gifted students. Finally, concerning significant differences among teachers' uncertain knowledge or misconceptions, the ANOVA data indicated that family and personal giftedness, educational level, and training in gifted education were significant. However, the types of certifications, years of teaching experience and grade level of teaching were not significant. The post-hoc-Scheffe test indicated that full (or ongoing) training in gifted education was significant. Recommendations emphasized the importance of ongoing professional development in gifted education to dispel their uncertain knowledge, and understand the theory and research based practices. Also, professional development should be provided through collaborative efforts with multiple levels of support in order that educators are encouraged to transfer their accurate perceptions into classroom practices with more attention to diversity among learners. (PsycInfo Database Record (c) 2022 APA, all rights reserved)