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The current chapter focuses on the young scholars model. Young Scholars model supports the notion of providing equity of opportunity to all students so that any child who has an exceptional ability to think, reason, and problem solve will be able to participate in classes for gifted and talented students. It is a model because it builds on existing structures and practices and highlights the importance of bringing together four elements that must be present in any effort to find and nurture potential in young learners. The two-pronged primary goal of the Young Scholars model is (a) to identify giftedness in children from diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (b) to nurture, guide, and support the development of their exceptional potential so that these students will be prepared for increasingly higher levels of challenge as they progress in grade levels. The model incorporates key components that are interdependent and integral to finding and nurturing gifted potential in diverse populations. Implementation of the model leads to systemic change and a school environment that encourages continuous learning and advanced intellectual growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter presents research on giftedness and connects it to relevant work in educational psychology. To provide context for current thinking about gifted learners, a short history of the study of giftedness and education of gifted learners is provided. This is followed by contemporary work that recognizes the dynamic and complex nature of giftedness and considers the nature of educational environments that nurture optimal development. The chapter is written from the Canadian perspective, where giftedness is considered a special educational need and the rights of children with special needs to an appropriate education are enshrined in our Charter of Rights and Freedoms. These considerations, however, are not always reflected in practice. Consistent with contemporary research in educational psychology that emphasizes the importance of the initial understandings people bring to their learning, the chapter begins with a series of questions to stimulate your reflection on what you now know and think about giftedness and intelligence. Before engaging with the chapter it is important that you make explicit your own understandings of what giftedness and intelligence mean and what intelligence means for learning. These reflections will help you to see how your own beliefs and experiences come to play as you learn about giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, I discuss eight topics about giftedness. It is my hope that an understanding of the first six topics will help the reader understand the eighth topic, where I consider the puzzle of childhood giftedness - why it is that the link between childhood giftedness and adult genius is so weak. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, I will sketch how the expert-performance approach could be extended to account for several aspects of the generation of major creative contributions in arts and science and, thus go beyond ideas in my earlier papers on genius, creativity, giftedness and organizational creativity. My chapter will start with a general overview of a few major facts about genius. Then, I will briefly describe the expert-performance approach and how this approach has proposed necessary conditions for attaining high levels of performance in many domains of expertise. I will then try to show how it might be possible to extend this model by specifying necessary conditions for making creative contributions and search tor empirical evidence for some of these ideas developed by several researchers. The fundamental issue discussed in this chapter concerns how the current work on expert performance in traditional domains, such as sport, chess, music, and ballet, might be extended to seemingly very different activities such as creative achievement in science and arts. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to provide foundational knowledge of giftedness and the gifted adult learner—the adult who learns faster and in different ways than other adults; the adult who, by virtue of certain traits, used to be a gifted child, whether or not s/he was ever formally identified. The starting point of this chapter, then, will be to answer the questions: What are the general definitions and characteristics of giftedness? What are the characteristics of gifted adults? and What do we know about gifted adults? Further discussion will include a brief examination of Dąbrowski's theory of positive disintegration (Dąbrowski, 1964; Mendaglio, 2008), its role in research on the gifted adult, and potential connections to transformative learning theory. The authors will then suggest potential intersections between gifted education and adult learning and illuminate the emerging possibilities of a partnership whereby the two fields can learn from each other. Common strategies employed in gifted and talented learner contexts will be offered for those in adult learning and education who wish to draw parallels and begin developing and sustaining the gifted adult learner within the adult learning environment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The current exploratory study analyzes survey results regarding teacher perspectives and experience with project-based learning (PBL). Particular attention was paid to teachers serving diverse learners with exceptionalities such as learning disabilities or giftedness. The analysis suggests PBL is perceived as an effective measure when working with diverse and exceptional students. However, while teachers are aware of PBL as an instructional strategy, practitioners may lack a clear understanding of PBL methodology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter illustrates use of the WPPSI-IV in a comprehensive battery through case reports for two young children referred for psychological evaluations. The first case report presents the results of George R., a 7-year-old male referred for evaluation of intellectual giftedness. The second case report presents results for Jane B., a 7-year-old female referred for testing due to preliteracy concerns. These case reports demonstrate the integration of various aspects of the children's history and interview data, behavioral observations, and other tests. The reports also illustrate important information to include in each section and translation of results into recommendations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This qualitative case study explores the experiences and perspectives of seven diverse adolescent youth who are gifted as they navigate the social and organizational structures of public schooling as participants in gifted programming. Recent trends in education and the historical exploitations of giftedness that service the few, rather than the gifted, have relegated the needs of diverse youth who are gifted to the margins. Through the method of in-depth observation and semi-structured interviewing, the study explores what a typical school day is like and how ways of being in multiple contexts and settings influence various perspectives, interactions, and ability to find success in school. Considering the voice of the participants in the form of soliloquy, the mosaic representation of a typical school day, and assertions across the experiences and perspectives of participants expose a reality that acceptance and/or rejection of what it means to be gifted is determined by context. The complexity and ubiquity of an institutionally imposed identity and narrowing of success to mean good grades, consequently reveal that intellectual belonging is secondary to social and emotional belonging. Furthermore, participants will structure their interactions and behaviors in order to feel as though they can be the shapers of their experiences, rather than the institution shaping them. This produces different forms of struggle, compliance, and/or resistance to mainstream expectations which has implications for how other diverse resources and abilities get valued in school. The data reveal that representation of youth voices should continue informing future research extending to other stakeholders in the school context, such as teachers. Their voices should also contribute to measures related to gifted program reform and teacher development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Given the critical need to nudge congregants toward sustainable service, surprisingly few studies have explored the possibility of internalizing Christian beliefs and practices through intrinsically motivating ministry activities. According to Self-Determination Theory (SDT), an emerging meta-theory of adult motivation, such activities consistently move individuals from external to internal regulation of behavior. Perceiving undeveloped believers as marginalized members of Christ's body, this emancipatory study sought to build awareness of the need to empower all believers to make kingdom contributions through intrinsically-motivated service that internalizes orthodox faith. Following protocols of a qualitative single case study, the researcher explored the rich perceptions and divergent meanings associated with church-sponsored service among a critical array of stakeholders in a thriving evangelical church. In a vivid portrait gleaned from observations, interviews and documents, SDT's theoretical lens shaped the questions, informed the data, and inspired the cause. In the process, traditional assumptions about servant leadership, Christian formation, and spiritual giftedness were challenged. The study's ultimate aim was to stimulate meaningful dialogue on the need to reform church structures that foster Christian formation through inherently satisfying, Spirit-empowered ministry. Organizing the data under the SERVE acronym, the researcher concludes with a motivational model of Christian service. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

During the last two decades of the twentieth century, some researchers and practitioners in gifted education adopted the belief that overexcitabilities (OEs), from Dabrowski's Theory of Positive Disintegration, are more prevalent in gifted adolescents that in other adolescents. This belief led to recommendations for gifted education, including the recommendation that affective skills are taught in gifted programs. This mixed-methods study was conducted to test secondary teacher perceptions of OEs, and determine if consistent data exists to recommend affective instruction in secondary gifted education. Five secondary English teachers from one Missouri school district completed questionnaires on 37 gifted and 37 non-gifted students, and participated in a teacher focus group to provide data on their perceptions. A comparison of the quantitative and qualitative data showed agreement of higher OEs in gifted secondary students in the area of intellectual OEs, but not in sensual, imaginational, psychomotor, or emotional OEs. When comparing this result to other studies, great inconsistency in the literature is noted, except in the area of intellectual OEs. With studies consistently showing higher intellectual OEs in gifted adolescents, it is recommended that secondary gifted education provide academically and intellectually challenging curriculum. It is possible that inconsistencies in the literature are due to variations in conceptions of giftedness and differences in identification procedures, creating inconsistent samples in studies. It is, therefore, also recommended that consistent identification procedures are adopted, even if only for the purpose of research, so accurate and reliable data can lead to well-supported conclusions about gifted students and gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented Education programs for African American students. This study examined the impact of teachers’ knowledge of Gardner’s Multiple Intelligence Theory (Gardner, 1983, 2006, 2011) on their perception of giftedness in the referral of African American students to Gifted and Talented Education programs. Research questions were: (a) What is teachers’ knowledge of the current district criteria for referral of students to Gifted and Talented programs? (b) Are there differences in the conceptions of referral criteria of teachers with training in MI Theory vs. teachers without training in MI Theory? (c) Are there differences in teacher attitudes, perceptions, and beliefs on giftedness in teachers having training in MI Theory vs. teachers having no training in MI Theory? (d) How do cultural factors impact teacher perceptions of giftedness in African American students, in teachers with training in MI Theory vs. teachers without training in MI Theory, and the referral of African American students to Gifted and Talented Education programs? Using a mixed-methods approach, a quasi-experimental design and qualitative inquiry were utilized. Findings indicated that all teachers demonstrated limited knowledge of district referral criteria. However, teachers having MI Theory training demonstrated greater knowledge of the district’s Alternative Referral and Identification Criteria. Conceptual differences were found in the need for alternative pathways such as peer nominations. Findings noted differences for teachers having training in MI Theory with greater knowledge of characteristics of giftedness and the impact of that knowledge on cultural factors relating to students’ use of non-standard English in the perception of giftedness. Greater focus on leadership is needed in the current federal definition of giftedness. Overall, findings suggested that training in Multiple Intelligence Theory provides a framework for greater understanding of the multifaceted attributes of intelligence, which may result in greater opportunities to identify non-traditional areas of giftedness in African American students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Since the implementation of NCLB initiatives, rural K-12 teachers in Middle Georgia have been working to gain highly qualified status in their area of certification. These educators have faced struggles that are characteristic of rural schools to include: limited resources, isolated geographic locations, and lack of funds. The In-field Gifted Endorsement Program has been offered by local regional education service agencies (RESAs) supporting schools in the region. Participation in this program enabled teachers to receive the necessary professional development training for gaining K-12 gifted certification. The purpose of this qualitative, single case study was to provide in-depth descriptions of the experiences of nine K-12 teachers' participation in the same In-field Gifted Endorsement Program implemented at multiple sites in rural, Middle Georgia. The single case study further sought to describe how these experiences may have affected teacher participants' pedagogical practice. Semi-structured interviews were conducted with nine rural, K-12 teachers who had participated in the In-field Gifted Endorsement Program. Transcripts from the interviews, teacher-created documents provided by participants, and course syllabi of the professional development program were analyzed using open coding to search for emerging themes. Emerging themes from the analysis include: understanding and recognizing giftedness, importance of differentiating instruction, effective facilitator, choice, significance of challenge and change in thinking, collaboration with colleagues, and change in practice. The results from this study add to the limited research on professional development for rural K-12 teachers seeking additional gifted certification. In addition, results indicate that further research should be considered in professional development of rural teachers of gifted so that curriculum and program developers consider providing teacher participants opportunities for choice, challenge, and collaboration with colleagues to assist change in thinking and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this qualitative phenomenological study was to explore the lived experiences of ten gifted certified teachers in an urban Title I elementary school in order to gain an understanding of gifted certified teachers' lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations, and to also understand what these experiences meant to the participants. A qualitative, exploratory, phenomenological study was used. The theoretical context of the study was to explore attribution theory as it applied to the lived experiences of ten gifted certified teachers with identifying gifted traits in their students and with gifted identified students of diverse populations in an urban Title I elementary school. The central question explored was: What are gifted certified teachers' experiences in an urban Title I elementary school? Three corollary questions were employed: What is the experience of a gifted certified teacher with identifying gifted traits in their students? What is the experience of a gifted certified teacher with gifted identified students of diverse populations? What does the term giftedness mean to gifted certified teachers? Data was collected through semi-structured interviews, using ten open-ended questions, with the participants regarding their lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations. The study was an exploratory study of gifted certified teachers' lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations. The population of interest was eleven gifted certified teachers, in an urban Title I elementary school. The intent of the researcher for using educators within an urban Title I elementary school was to produce detailed descriptions of the participants' lived experiences. The population sample was voluntary participants who were gifted certified. The sole purpose for the findings of the study was for this dissertation. No information was shared with the school board or principal of the school. The implications for further research were to develop a broader area of study, including rural school districts and other urban school districts. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The objective of this dissertation is to offer a series of analyses that contribute to the validation of the Aurora Battery, a cognitive assessment based on Robert J. Sternberg's theory of Successful Intelligence that is currently under development. Convergent validity will be examined by exploring how objective and subjective measures of the battery converge, through the novel application of the Correlated Trait Correlated Method-1, a specialized confirmatory factor analysis model that allows subjective measures to be compared against an objective measure. The predictive validity of Aurora will be shown by highlighting Aurora's ability to help predict students' school grade point average through latent growth curve models that are extended into path models. Divergent validity will be demonstrated by establishing sensitivity and specificity between the Aurora Battery and the TerraNova tests. Finally, the current state of the field of giftedness and possible future directions will be discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell's image theory and Bronfenbrenner's ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

School psychologists are comprehensive service providers asked to help with all students in assessing their needs, providing intervention strategies, and consulting with others. However, the role of school psychologists in gifted education is unclear, as more attention is given to students perceived to be disadvantaged. This underserved population experiences a wide-range of challenges that can be assisted by school psychologists (Brown, 1982; E.L. Robinson, 2002). To date, there has been no study to investigate school psychologists' awareness, perceptions, and involvement in gifted education. This study assessed potential service delivery differences in gifted education, examined current practices and awareness of related policies, evaluated the knowledge of school psychologists in regards to gifted students and their education, and examined perceived needs in order to best service gifted students. An online survey was developed and distributed to psychologists in the two states: New Jersey, a state where gifted education is mandated and New York, a state where gifted education is not mandated. A total of 291 surveys were used in data analysis. Findings suggest that school psychologists in this study hold a more liberal view of the term giftedness, even though it appears that only a small percentage of students are serviced in gifted programs. Results also revealed various needs with implications for training and practice. Most school psychologists reported not having received any training in gifted education and desire to learn more about gifted learners and ways to service this population. Furthermore, questions regarding state mandates on gifted education showed that school psychologists practicing in New York were more likely to work with gifted students than school psychologists practicing in New Jersey. When school psychologists in this study engaged in gifted education related activities, they did in a number of areas of practice such as assessment, counseling, Response to Intervention, and consultation. School psychologists' report of ideal assessment practices differed from their current practices. When compared to their familiarity with service models for gifted education, school psychologists reported use of strategies was relatively low. On items investigating perceptions of gifted students, school psychologists demonstrated awareness of some myths and facts. However, they lacked knowledge on some gifted characteristics, creativity assessment, and accelerated options. Based on the findings from this study, it appears that school psychologists are an untapped resource in the service of gifted students. This study highlights areas of needed training, which may help increase services for this population. The increased literature in the field may raise awareness of this population and their needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

One of the great challenges to teachers both historically and contemporarily is to facilitate a classroom as a group of students, while concurrently attending to each individual student. As the profession becomes increasingly aware and sensitive to student (dis)abilities, academic giftedness, pressures of athletics and extra-curricular events, and acknowledges the racial, cultural, sexual, economic, gendered identities of students— the complexity of each individual student becomes ever more apparent. It is a seemingly insurmountable challenge. This dissertation examines how stem cell unit guided group learning while also attending to the individual learning needs of each student. What makes classroom study unusual in research is that it is completely “usual”. This study was not part of a university partnership nor did it take place in an affluent school district. Instead, this unit took place in a large, Midwestern urban high school that was/is often written off as a failing—underscoring that powerful science teaching and learning is occurring in schools society simultaneously portrays as victim and villain in the media. Using a sociocultural lens, this ethnographic study draws upon two frameworks, Wenger's communities of practice (1998) and Hayes and Gee's (2011) public pedagogy, to examine how participation in a debate individualizes and personalizes student knowledge and participation in science. The primary use of a community of practice framework allowed for analysis of the norms, rules, practices, and routines of Classroom 507—to establish the nature of the community of learners in the study. A secondary framework, public pedagogy, allowed for deeper understanding of the practices drawn upon in the classroom through consideration of the design, resources, and an emergent “affinity space”. This hybridized analysis led to further understanding of how students and teacher stand to learn, participate, engage and use a classroom lesson, the debate, to serve their own, unique purposes. During my observations of biology Classroom 507, the class engaged a three-week unit on the ethics of stem cells which ended in a class-wide debate. I had the opportunity to observe, film, and interview students and their teacher. Through observation, interviews, and film, I began to understand the classroom community (its norms, practices, and routines) but also began to recognize how this unit functioned to teach content but push on student thought creation and development as individuals. In this dissertation, I construct something I call an “affinity story” for four focal students (Mismin, Kevin, Molly, and Michael) and their teacher (Theresa). These affinity stories capture how each of the individuals co-opted the debate space in various ways allowing for engagement and participation in ways that were true to themselves and their social and academic needs. Implications from this dissertation include: 1) re-considering the importance of how both students and teacher enrich science understandings when public, authentic talk is encouraged; 2) how teachers can design units and draw from diverse resources to enrich the learning experience of the individual; 3) how students and teacher appropriate learning spaces for their own individual social and academic needs; 4) to consider what it means to allow students to follow their affinities within the science classroom; and 5) to inspire teachers as they engage in the difficult task we call teaching. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

About piano students who display disruptive behavior and perform far below reasonable expectations, teachers first conclude that they are lazy, rude, disinterested, and/or lacking intelligence or ability. Most dismiss such students from studios and advise parents to discontinue lessons. In truth, many of these students are both highly gifted and also have a learning disability. Examined literature shows that the incidence of dyslexia and other learning disabilities in the gifted learner population is several times that of the regular learner population. Although large volumes of research have been devoted to dyslexia, and more recently to dyslexia and music (in the classroom and some in individual instrumental instruction), there is no evidence of the same investigation in relation to the specific needs of highly gifted dyslexic students in learning to play the piano. This project examines characteristics of giftedness and dyslexia, gifted learners with learning disabilities, and the difficulties they encounter in learning to read music and play keyboard instruments. It includes historical summaries of author's experience with such students and description of their progress and success. They reveal some of practical strategies that evolved through several decades of teaching regular and gifted dyslexic students that helped them overcome the challenges and learn to play the piano. Informal conversations and experience exchanges with colleagues, as well as a recently completed pilot study also showed that most piano pedagogues had no formal opportunity to learn about this issue and to be empowered to teach these very special students. The author's hope is to offer personal insights, survey of current knowledge, and practical suggestions that will not only assist piano instructors to successfully teach highly gifted learners with dyslexia, but also inspire them to learn more about the topic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Many of the social and emotional needs that have historically been associated with gifted students have been questioned on the basis of recent empirical evidence. Research on the topic, however, is often limited by sample size, selection bias, or definition. This study addressed these limitations by applying linear regression methodology to data from the Early Childhood Longitudinal Study (ECLS-K) to evaluate group differences and subgroup moderation in internalizing behaviors, externalizing behaviors, and peer problems for elementary students identified as gifted. While moderation of outcomes was present on the basis of race and socioeconomic status, identified students consistently exhibited lower levels of social or emotional issues based on both teacher and student reports. In addition, conceptions of giftedness based on both program participation and high achievement were compared, indicating that while each definition captured different students, both groups shared a common demographic and similar social and emotional outcomes. Finally, the association of these outcomes with program participation for high-achievement students was explored, indicating little difference between program participants and non-participants in this sample. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Identification as a gifted learner can provide opportunities for boys to thrive or can place undue pressure and stress, causing them to decline in school, academically and emotionally. This multi-site case study using integral research methodology looked to understand identified gifted boys’ experience of giftedness in schooling, the influence of being labelled as gifted, and how alternative settings met the needs of these gifted boys. Seven identified gifted high school boys’, enrolled in nine different alternative education programs, in a large urban setting in Alberta, Canada, experience of schooling was documented in detail and examined. Interviews, school records, and program reviews provided multiple and at times discrepant perspectives of the boys’ experiences of schooling. Several common themes emerged. The most profound was a shared experience of shame, guilt, and denial, surrounding identification and provision as a gifted learner and unrealistic expectations of performance from self and others. Further commonalities included the need for mutually respectful and caring relationships with teachers as well as the need for challenge and relevance in learning experiences, to enable engagement and achievement in school. These were examined through the lens of Integral Theory focusing on: the interior individual and personality development, using Dabrowski’s Theory of Positive Disintegration; the exterior individual using brain development and neuroscience research; the interior collective, examining the influence of cultural beliefs and values as displayed through popular culture; and the exterior collective, reviewing education system programs and policies. The predominate mediators, of the conditions as identified by the themes, were teachers. The boys’ experience was heavily reliant on teachers’ attitudes, knowledge, and skills, in relation to gifted learners. Few of the boys spoke positively of their schooling experience. However, most of the highlights mentioned, involved a special teacher with whom they had connected. Conversely, the negative experiences they discussed also involved teachers. Teacher professional development and positive school culture are essential for gifted students to flourish in schooling. Implications for practice and programming provide ideas for future directions in supporting gifted learners particularly in inclusive settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)