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The ImPACT aims to measure neurocognitive functioning in student athletes. Many schools administer preseason ImPACT assessments to determine athletes' baseline functioning. Follow-up ImPACT assessments are administered to athletes who sustain concussions to compare their pre- and post-injury functioning. Normative data may be used in place of individualized baseline scores if athletes were not administered baseline assessments. At the inception of this study, normative datasets consisted of scores from typically developing athletes. However, research suggests athletes of varying gender and exceptionality statuses perform differently on baseline ImPACT assessments. In particular, differences were found among male and female athletes as well as athletes with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) when compared to control groups. Although some studies have suggested gifted and/or talented students may perform differently on ImPACT baseline assessments, no present study has directly examined this concept. The present study investigated baseline score differences between males and females and among students with LD, ADHD, giftedness, and typical development on the five composites of the ImPACT (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control). Findings of the present study revealed significant main effects of exceptionality status. Contrary to initial hypotheses, no significant main effects of gender were found. Additionally, no significant interaction effects were discovered. Follow-up analyses revealed members of the Gifted group obtained significantly higher scores than members of the Control group on Verbal Memory and Visual Memory Composites. The importance of these findings, limitations of the study, and directions for future research are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this quantitative causal-comparative study was to compare pull out and inclusion programs in two Texas school districts in terms of fourth grade students' academic performance in mathematics, while controlling for gender. The theoretical framework was provided by Renzulli's Three Ring Concept of Giftedness and based on the premise that giftedness is not a fixed state of being but a developmental component that has the potential to change over time. The final sample used in the analysis included 484 gifted students from the inclusion program at Southeastern Independent School District and the pull-out program at Southwestern Independent School District. The analysis was conducted on de-identified secondary data. Research Question 1 addressed the difference between the students in the two programs in terms of their math achievement. Research Question 2 addressed the interactive effect of program type and gender in terms of students' math achievement. The results showed a nonsignificant main effect, F(1, 480) = 1.72, p = 0.40, and a nonsignificant interactive effect of program type and gender, F(1, 480) = 1.37, p = 0.24. However, the slightly higher math mean score of the inclusion program compared to the pull-out program (1610.58 vs. 1604.82) justifies further research on this topic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this systematic, grounded theory study was to explain the educational processes used by homeschooling families of gifted and twice-exceptional children. For this study, educational processes were defined as instructional methods, curriculum, and structure used by homeschooling parents in the academic development of their gifted and twice-exceptional child. The conceptual framework guiding this study was choice theory developed by William Glasser with the influences of Robert Sternberg's theory of successful intelligence and Kurt Fischer's dynamic skills theory as these theories explain how choices are influenced by parents' understanding of their children's cognitive development, giftedness, and twice-exceptionality within a cultural context. This study sought to answer the question: What are the educational processes that families implement within the homeschool environment in educating their gifted and twice-exceptional children? This systematic grounded theory study was conducted using 14 individual homeschooling parents and one father-mother couple. Participants were recruited through a combination of convenience, snowball, and web-based respondent driven sampling. Data was collected using a demographic questionnaire, interviews, a letter of advice, journaling, and memoing. The data was analyzed using open, axial, and theoretical coding procedures. This study resulted in the development of four process models: (a) the process of choosing to homeschool, (b) the process of choosing curriculum, (c) the process of choosing instructional methods, and (d) the process of choosing structure. Additionally, the conceptual framework led to an amalgamation of the theories to develop a new theory: personalized education theory of gifted and twice-exceptional homeschooling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In American schools, African American students are underrepresented in gifted education programs while White students are overrepresented. School-based gifted identification referrals are primarily initiated by teacher nomination. However, many characteristics or attributes perceived as gifted by the African American cultural group are often not recognized under mainstream definitions of giftedness and by extension teachers who nominate students for gifted education. Teachers often attribute giftedness to very narrow and specific abilities used in mainstream definitions of giftedness such as IQ and academic achievement, and may subsequently overlook African American students who demonstrate non-traditional attributes of giftedness (i.e., creativity, leadership ability, strong social skills). Given evidence that attributions of giftedness may vary by culture, an evaluation of ways in which teachers and parents perceive giftedness is important. The current study aimed to (a) develop and validate a questionnaire to assess parent and teacher perceived attributes of giftedness in an African American and White sample of students; (b) examine parent and teacher perceptions of giftedness as a function of student culture; (c) examine teacher perceptions of which student attributes they are more or less likely to endorse when nominating African American and White students; and (d) examine differences between parent perceptions of gifted attributes and teacher perceptions of nomination for African American and White students. The study was conducted in two phases. In phase I, the researcher-developed Attributions of Giftedness Survey (AGS) was found to be psychometrically valid and reliable. In phase II, significant and non-significant findings emerged. Specifically, (a) parent perceptions of giftedness significantly differed between African American and White students, (b) teacher perceptions of giftedness significantly differed between African American and White students, and (c) parent perceptions of giftedness significantly differed from teacher perceptions depending on the student's culture. While teacher perceptions of nomination did not differ significantly between the two cultural groups, teacher perceptions of nomination were found to differ from parent perceptions of giftedness depending on the student's culture. Future directions regarding policy and procedural implications such as a comprehensive definition of giftedness and revisions to the nomination and identification procedure are discussed. Study results also indicated teacher training is warranted to facilitate teacher knowledge of culturally-bound expressions of giftedness that is unique to the African American cultural group to improve nomination rates of gifted African American students and support subsequent greater representation of African American students in gifted education programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This thesis argues for and provides a model for the full inclusion of individuals with special needs as co-laborers in the worship ministry of churches. Full inclusion means moving beyond simply accommodating ministries and facilities to minister to individuals with special needs. Full inclusion is encouraging each regenerate individual to use their own giftedness to minister to the body of Christ. As the church and world see individuals with varying abilities, both the outcast and the privileged serving Christ along side one another, the church will be edified, God will be glorified, and gospel of Jesus Christ will be proclaimed. Chapter 2 traces the history of disability in America. Discrimination is found in early immigration laws as well as in citizenship and voting rights. The cultural response vacillated between a desire to care for and protect those with disabilities and a movement to protect society from people with disabilities. Eugenics in America was a movement to prohibit reproduction and ultimately remove people with disabilities from society. Eventually, legal reforms were enacted which slowly created opportunities and granted civil rights to people with disabilities. The ADA and IDEA mandated equal access in public and in education. These laws were the catalyst of a seismic cultural shift in public education which itself transformed from an institution of exclusion and segregation to a place of full inclusion and acceptance. Chapter 3 examines the church's response to disability and outlines a biblical support for inclusion. Multiple surveys are cited which reveal a participation gap in church involvement between those with disabilities and those who have no disability. A lack of hospitality and a lack of theological understanding of disability are recognized as continuing issues in the church. Biblical warrant for inclusion is established through the doctrines of imago Dei and spiritual gifts as well as the Great Commission. People with disabilities are made in the image of God and those who are regenerate are given gifts for ministry to edify the church. The call to go and make disciples is a call inclusive of those with disabilities. Chapter 4 offers practical suggestions for engaging people with disabilities in the corporate worship gathering of the church. A model worship is designed, and appropriate accommodations based upon best practices from public education are suggested. Specific accommodations for both physical and cognitive disabilities are offered. Chapter 5 expands the scope of accessibility in worship to include worship leadership. Similar accommodations employed for accessibility in worship participation are proposed for accessibility in worship leadership. Chapter 5 concludes with a call for full inclusion in worship ministry. Chapter 6 summarizes the previous chapters, draws implications, and suggests areas for further research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The growing concern for the disproportionality of White students identified as gifted compared to other student populations challenges school districts to provide equitable opportunities for all students. Underrepresented student populations include socio-economically disadvantaged students, English learners, Black, and Hispanic students. Title I schools often reflect larger numbers of one or more of the underrepresented student populations. Federally funded supplemental instruction and support focused on remediation and reteaching to ensure academic success are expected while enrichment and nurture of gifted attributes may not be emphasized. Various theories of giftedness have been established through research identifying criteria for gifted identification based on intelligence and specific skills such as linguistic, musical, logical or mathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal intelligences. This study used data from one school district's Title I schools to examine the extent enrichment and nurture opportunities have been made available to students. The study also examined students' strengths as indicated on the Gifted Rating Scale categories of intellectual, academic, creativity, artistic, leadership, and motivation. These findings suggest a relationship between the effective nurturing of students' strengths and gifted identification outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation was designed to explore the link between epistemic curiosity and giftedness, in order to provide an additional potentially non-biased assessment to contribute to gifted identification "body of evidence" files for underrepresented and underserved populations. Students of color and students of lower socio-economic status are less likely to be placed into gifted and talented enrichment programs (Donovan & Cross, 2002). If a significant relationship is found between high curiosity and students who benefit from gifted education, psychometric instruments used for measuring curiosity could be invaluable in placing students in appropriate educational environments. The study used a mixed methods design to measure epistemic curiosity in gifted and nongifted populations for comparison, as well as conducted interviews to better understand perspectives of curiosity in both populations. If a strong difference between curiosity by giftedness was identified, and no mitigating factors found that might adversely change the reliability of the data, then the author can propose the recommendation that curiosity surveys be included in gifted identification "body of evidence" (BOE) portfolios nationwide. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). However, no studies have analyzed English Language proficiency (ELP) growth trajectories of gifted ELs. This study explored the growth in English language proficiency of 4,558 ELs, of which 118 were identified as gifted. Scores from the Comprehensive English Language Learning Assessment (CELLA), were used to determine their typical English language proficiency growth trajectories of ELs. This was done using latent growth curve modeling. The growth trajectories were then analyzed to determine if differences existed in the trajectories of ELs identified as gifted. The findings were that differences did exist in the English language proficiency growth of ELs identified as gifted, particularly in the areas of listening/speaking and writing, where gifted ELs seem to grow at a more rapid rate than their non-identified peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation employs a series of literary genres to navigate the reader through the importance of complicating normalized notions of giftedness and Latina identity as well as the interrogating the complexity of subjectivities. Using post qualitative inquiry (St. Pierre, 2014), I blend writing practices typically used in fiction and in theoretical inquiry. Fiction writing such as narratives, scriptwriting, poetry, visual-art, journaling, and poetry are implemented to analyze and represent the individuals in this inquiry. This dissertation consists of three Acts and an Intermission to carry the reader through the various stages of my inquiry. Through writing the dissertation in this manner, I highlight the discursive, cultural, and political structures that construct subjectivity and dismantle the modes of representation utilized in research. I employ Judith Butler (1990) to undo giftedness and reimagine the field of gifted and talented education. This inquiry highlights the means through which Latina identity is discursively constructed through sociocultural and political norms within gifted and talented classrooms and exposes how these learners disrupt ready-made constructions of Latina identity through subversive acts. Constructing a collective identity for these learners is problematic as the complexity of individual subjectivity makes it impossible to envision the Latina population as a homogenous group. Additionally, although the norms for giftedness that are embedded in the US school system possess a shaping impact on student subjectivity, giftedness ought to be viewed as a discursive construction. As these students reveal and have constructed through their experiences both inside and outside of the classroom, giftedness stretches beyond our normative perceptions within the United States. Through cultural translation (Butler, 2004), educators and curriculum theorists can begin to rethink static notions of giftedness by creating a new lexicon to dismantle the dominant discourses and hegemony of gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this qualitative case study was to examine gifted adolescents' perspectives on motivation in regard to academic learning experiences. Participants were selected based on having at least one year of attendance at a midwestern private school for the gifted, having a full-scale IQ of at least 125, and being between the ages of 11--17. This study focused on six gifted adolescents who committed to participating in one personal interview, completing two student response journals, and submitting work samples with reflection tags that were found to be examples of motivational academic learning experiences. Data from the interviews, student response journals, and student work samples with tags were analyzed using qualitative methods and through the theoretical framework of Gagne's Differentiated Model of Giftedness and Talent as well as expectancy-value theory. From the triangulation of data, three major findings emerged. The first indicated that standard, mass-produced basal curricula does not meet the needs of gifted adolescent learners without additional modifications, indicating a need for specialized gifted curricula. The second focused on the need for ongoing training for educators who work with gifted adolescents, including instructional strategies and models of gifted education proven effective with gifted learners as well as how to provide meaningful and responsive feedback to gifted adolescents. Finally, the need for gifted adolescents to personally value and connect academic learning experiences to the real world also emerged. Implications and recommendations for the field and for future research primarily include the need for increased awareness and increased funding in the field of gifted education to combat a lack of motivation and underachievement from gifted adolescent learners. Subsequently, recommendations for the field include raising awareness of the unique learning needs of gifted adolescents, creating meaningful professional development for gifted educators, and instituting greater levels of pre-service training in the areas of gifted education and differentiation for all educators. Areas for future research include further examination of educational policy regarding gifted education, how to increase gifted adolescents' valuation of academic learning experiences, and an examination of preparation requirements for teachers of the gifted, as well as how to write, market, and support specialized gifted curricula. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Identifying gifted students early is important so they may receive adaptations in their learning environment including admittance into gifted programs (Subotnik, Olszweski-Kubilius, & Worrell, 2012). An effective method to increase the likelihood of identifying gifted students is needed (Pfeiffer, 2003). Admission at the elementary level primarily uses the individually-administered intelligence test; yet, the test is only administered to students nominated to the gifted program. The purpose of this study was to determine if individually-administered IQ test scores were related to specific information available to the elementary school counselor to aid in the determination of unidentified gifted elementary school students who would benefit from participating in the school district's gifted program. This study examined whether an individually-administered IQ score on the Wechsler Abbreviated Scale of Intelligence (WASI) was accurately estimated by a function of the national percentile achievement test scores in total reading, total mathematics, language, spelling, science/environment, and listening, verbal and nonverbal cognitive abilities, gender, or grade. The data were split into two equal samples of 107, one used for development of the regression model and one for validation of the regression model. A significant model emerged for the model sample (n = 107) explaining 46.3% of the variance, when all 10 independent variables were entered as predictors into a simultaneous multiple regression. Total mathematics, science/environment, listening, nonverbal cognitive ability, and grade were the significant predictors. The revised regression equation with only the five significant contributing independent variables explained 45.9% of the variance in the WASI score; yet, it only had a correlation of .27 between the actual WASI score and the estimated WASI score from the revised model using the validation sample and has a weak correlation of 7.3% of the variance explained. Future research is needed to investigate these findings before the model is used in practice. Research on identifying gifted students; characteristics of giftedness; implications for counselors in the areas of counseling, school, and career development; and the role of the school counselor in advocacy and action research were discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child's needs. This distinct type of stress is caused by an imbalance between the perceived demands of parenting and the perceived coping resources available to parents. The construct of twice-exceptionality (2E) is defined as the co-occurrence of giftedness and disability or possessing both high cognitive abilities and at least 1 of 13 potential disabilities identified under the Individuals with Disabilities Education Act of 2004. The purpose of this study was to understand how PS is experienced by parents of children who have been identified with 2E. The theoretical perspectives of stress appraisal, coping, and attribution guided this study and provided a framework for understanding the lived experiences of parents and the meaning they ascribe to these experiences. The goals of the study were accomplished through in-depth interviews with 13 participants, an extensive literature review, and reflective journaling. Interview data were analyzed using the phenomenological techniques of epoche, bracketing, horizontalization, and imaginative variation, and several relevant themes and subthemes were developed. High levels of PS described by the parents in this study indicate that further research is indicated for better understanding and serving the significant needs of this population. The social implications of this research include raising awareness of PS and 2E; increasing the potential for positive outcomes for children and families; and addressing misconceptions concerning giftedness, gender bias in the perceptions of parental roles, and the impact of PS on family systems. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This investigation addresses five constituents calling, social consequences, imagination, story, and the experience of being gifted. It is grounded in the fundamental human inquiry of identity and purpose and contains both personal and universal answers. Primarily, the author sought to answer one question: How did imagination and story reveal and develop my personal narrative? This led her to Hillman's (1997) contention that our true biography the destiny written into our metaphoric acorn has been stolen. Three questions arose from the primary question used to organize the literature review: (a) How has the use of this knowledge affected my understanding of the evolution of the human story? (b) What evidence is there to identify when our species developed imagination? and (c) Why is imagination undervalued? There were four sub-questions answered through the personal data: (a) How is a quest or calling revealed? (b) Why is the phenomenon of Neverland essential to human well-being? (c) How did social forces impede the expression of imagination and the process of the original human story? and (d) What does it mean to be gifted? The method chosen for this work was autoethnography, which, according to Bochner and Ellis (2016), exists in a space between many apparent polarities including facts and meanings,objectivity and subjectivity, and art and science in what Reed-Danahay (1997) explained was how we come to know, name, and interpret personal and cultural experiences. The author was the only participant in this study; however, the meaning emerging from the inquiry could be relevant for many. The rationale and significance of this study was based on the assumption that the quality of human lives often suffers when people remain disconnected from experiencing their authentic self. The key finding was that through claiming the state of Neverland, as represented by the Peter Pan story, the author was able to connect with who she is and why she is here. This research allowed the author to reclaim her calling, imagination, and story, and acknowledge her giftedness. The ultimate call is for a new paradigm that welcomes and supports the unfolding human destiny. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This study focuses on developing teaching strategies for teachers who teach in classes for students identified as Gifted and Talented with Special Learning Disabilities situated in Israeli secondary schools. The focus is on the challenges teachers meet while teaching Humanities Subjects (HS) to these students and the strategies they need in addressing their dual exceptionalities. The main purpose of this study is to examine how specific strategies may contribute towards both to quality of teaching and to a better learning environment. Research has shown that gifted students who are diagnosed with learning disabilities in writing skills (2ELs) have difficulties especially in HS and achieve less academically than may suggest their high abilities. The combination of giftedness with learning disabilities and underachievement creates special challenges for their teachers to counter, and for which they need specific Continuing Professional Development (CPD) programmes. In my study, I developed a model of teaching strategies which combines three strategies from the field of teaching gifted students and from the field of special education which are helpful in the humanities disciplines. I created a manual for teachers' CPD that includes this model and I conducted a seminar using this manual for the participant teachers in my research. This was followed by an implementation of the manual by these teachers in their classrooms that includes 2ELs. My qualitative research was based on the case studies of two teachers teaching HS in two high school classrooms, totalling sixty 2ELs. The information was collected through observations, interviews, and open questionnaires. I then analysed the information using an inductive approach as pattern recognition and inclusion into categories. The research findings of this study describe the difficulties that teachers may face with 2ELs and my claim to knowledge is the AAA Model of Strategies and the manual for teachers and their contribution to teachers of 2Els and their students. The recent research fills this particular gap in the literature, in the Israeli context, and the findings of this study bear policy implications and indicate the need for the tailoring of relevant teachers' CPD' programmes to include strategies to better address the needs of 2ELs for optimal success in fulfilling their potential and overcoming their difficulties. Future research may achieve a deeper understanding of how to prepare teachers to use adjusted strategies that meet 2Els teachers in various disciplines in order to improve learning environment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study represents part of more extensive research aimed at a multidimensional examination of mathematical giftedness. This study aimed to:1. Examine the link between cognitive abilities and General giftedness (G), Excellence in Mathematics (EM) and gender. The cognitive abilities that were examined include: memory, attention, speed of information processing and visual perception.2. Examine differences and similarities in cognitive abilities of excelling in mathematics students who vary in their degree of general giftedness (S-MG, G-EM, and NG-EM), as reflected in memory, speed of information processing, attention and visual perception.3. Examine the cognitive profiles of students from four study groups according to memory, speed of information processing, attention and visual perception traits.4. Identify cognitive components that can predict General giftedness (G) and Excellence in mathematics (EM). The cognitive components (determined after factor analysis) that were examined include: STM_WM, Pattern-recall, Visual serial processing and Numeric processing. Population and sampling procedure: The sampling procedure included 1200 10th -11th grade students who undergo a battery of general intelligence (Raven's Advanced Progressive Matrix Test (RPMT)) and mathematical ability (Scholastic Assessment Test in Mathematics, (SAT-M)) tests. After completion of this procedure, a sample of 200 students was selected. These students were subdivided into four experimental groups, determining the research population by a combination of EM and G factors:G-EM group: students who are identified as generally gifted and excelling in mathematics;G-NEM group: students who are identified as generally gifted but do not excel in mathematics;NG-EM group: students excelling in mathematics who are not identified as generally gifted; NG-NEM group: students who are identified as being neither generally gifted nor excelling in mathematics.Students from G groups are mainly chosen from classes for gifted students (IQ>130) or with Raven score above 27. Students who are sampled as EM are those that study mathematics at high level (HL) with SAT-M scores higher than 26 and math score above 90.Another study group participated in this study are super-mathematically-gifted (S-MG). These students satisfied all criteria for the G-EM group and additionally displayed exceptional achievements in mathematics: membership in national Olympiad teams (in mathematics or computer sciences) or studying university mathematics courses parallel with their high school studies, and attaining scores above 95.The study findings are reported based on 190 students divided into four study groups and 7 S-MG students who fully completed the cognitive tasks. The cognitive abilities that were examined include: memory, speed of information processing (SIP), attention and visual perception. Data Analysis: In chapters 3.1-3.3 multivariate analysis of variance tests (MANOVA) were used to compare the cognitive abilities (memory, speed of information processing, attention and visual perception) of participants from the four study groups.In chapter 3.4 non-parametric tests were used for the analysis of the between-group in all cognitive tests between S-MG, G-EM and NG-EM students.In chapter 3.5 non-hierarchical K-means cluster analysis was conducted to identify the cognitive profile of participants'. Thereafter, a structural equation modeling (SEM) was used in order to determine which cognitive categories can predict general giftedness (G) and excellence in mathematics (EM). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study relates to two critical points in mathematical education in Israel and abroad which are the need to increase the importance of mathematical creativity when teaching mathematics and the necessity of developing tools to assess mathematical creativity that is needed to promote and develop creativity among schoolchildren. The study is also motivated by the observation that the issue of mathematical creativity as well as of creativity in mathematics education is not well explored. Characterizing the relationship between mathematical giftedness and mathematical creativity is still missing in the professional literature (e.g., Leikin, 2013; Sriraman, 2005). Since Krutetskii's (1976) seminal study of mathematical abilities, only a small number of studies have been done on the characterization of the mathematical abilities of gifted students which have left a large number of open questions (Leikin, 2009b, 2013). This research attempted to address this deficiency.This study employed Multiple Solution Tasks (i.e., tasks that explicitly require solving a mathematical problem in different ways - MSTs) in order to explore students' creativity in mathematics (Leikin & Lev, 2007; Leikin, 2013). This study examined the relationship between mathematical creativity, general giftedness and excellence in school mathematics. The study (which is a part of multidimensional examination of mathematical giftedness, e.g. Leikin, Leikin, Lev, Paz-Baruch & Waisman, 2013) attempted to get better understanding of the concept of mathematical giftedness from the point of view of mathematical creativity. This study had three main interrelated Goals: 1. To examine relationships between mathematical creativity, general giftedness and excellence in secondary school mathematics. 2. To explore creativity of adolescents with superior mathematical abilities. 3. To explore the power of different types of Multiple Solution Tasks (MSTs) for the identification of between-group differences related to mathematical creativity The research sample consisted of 184 students (16-18 years old) divided into four major experimental groups according to varying combinations of the levels of excellence in school mathematics (EM factor) and of general giftedness (G factor) (see Section 2.3). Additionally 7 students (16-18 years old) with superior mathematical abilities (S-MG) took part in the study.Data collection and analysis: The data was collected by means of written tests and individual interviews.The Test consisting of five MSTs – was designed for the purpose of this study (see Sections 2.2.1 and 2.2.2). To evaluate students' creativity the study employed a model for evaluation of mathematical creativity using MSTs (see Part 3 and Section 1.2.7; Leikin, 2009b, 2013). The students' solutions to the Test were analyzed with 5 criteria (correctness of the solutions, fluency, flexibility, originality and creativity). The quantitative analysis of the tests was performed in 2 steps: Step A focused on the similarities and differences in the four major groups of participants -- G-EM, NG-EM, G-NEM, and NG-NEM. Step B was directed towards the identification of specific characteristics of S-MG participants. At Step A we used MANOVA for G factor and EM factor with consequent ANOVAs and pair-wise comparisons (G vs. NG in EM and NEM groups and EM vs. NEM in G and NG groups, separately). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The study presented in this dissertation is part of a larger research project that searches for deep insights into the nature of mathematical giftedness. Mathematical giftedness (MG) is a complex construct which is ill-defined (Leikin, 2012). The larger research project aims to resolve the ambiguity in the field of MG and propose a solid definition of mathematical giftedness. It is of a multidimensional nature, as it examines and compares the mental activity of participants with varying levels of mathematical exceptionality in three salient dimensions: Cognition, Neuro-cognition and Mathematical creativity. The study presented in this dissertation focuses on the neuro-cognitive dimension of the larger research project. This study aimed to: 1. Design and validate research instrument for ERP (Event Related Potentials) procedure on the upper secondary level of mathematics. 2. Search for the relationship of general giftedness (G factor) and excellence in school mathematics (EM factor) to problem solving performance as reflected in (1) Behavioral measures: Accuracy of responses (Acc) and Reaction time for correct responses (RTc) and (2) Electrophysiological measures: Amplitudes, latencies, and scalp topographies of brain electrical activity identified with Event-Related Brain Potentials (ERP) procedure. 3. Examine specific behavioral and electrophysiological characteristics of students with superior mathematical performance (S-MG).To achieve the study aims, a special sampling procedure was conducted based on the distinction between general giftedness (G factor) and excellence in school mathematics (EM factor). The research sample included 200 right-handed male 10th and 11th grade high school students (16-18 years old) who were divided into 4 major sub-groups that varied in combinations of their degree of general giftedness and excellence in school mathematics. The fifth research group consisted of 9 students with superior mathematical performance (S-MG). We report herein the findings of the comparative data analysis (See Section 2.2). Research tests were designed to employ the Event Related Potentials (ERP) research procedure. The tests were innovative in terms of the complexity of the tasks and the item design, which was based on Polya's model of problem-solving strategies. Since translations between representations are among the key indicators of mathematics understanding, the tests were initially designed to examine different types of translations (e.g., from graphical/pictorial to symbolic, from verbal to symbolic, from symbolic to graphical representations). Of the 9 initially designed tests 3 proved to be insufficiently reliable (Alpha Cronbach lower than 0.6). Thus, we collected data using 6 of the 9 tests. Furthermore, 4 of these 6 tests allowed for between-test comparisons and thus were chosen for the report in this study (see Part 3 for tool design). Scalp EEG data were continuously recorded using a 64-channel BioSemi ActiveTwo system (BioSemi, Amsterdam, The Netherlands) and ActiveView recording software. The ERP waveforms were time-locked to the onsets (appearance on the screen) of S1, S2 (and S3 if it existed).Data analysis: Both behavioral and electrophysiological analyses were performed in two steps: Step A focused on the similarities and differences in the four major groups of participants - G-EM, NG-EM, G-NEM and NG-NEM (with ANOVA examinations as the main type of statistical test employed). Step B was directed at identifying specific characteristics of the S-MG participants. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Many scholars of gifted education have often argued and believed that gifted individuals are neurologically overexcitable while non-gifted persons are not (Chang & Kuo, 2013; Harrison & Haneghan, 2011; Piechowski, 1979, 2006; Silverman, 2000a; Siu, 2010; Tieso, 2007a). This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware. Some scholars have suggested that this significant degree of overexcitability may even mean that gifted persons are morally superior to non-gifted persons (Silverman, 1994). Over the past thirty years, this relationship between overexcitability (OE) and giftedness has become increasingly popular, as many websites, textbooks, and researchers have asserted it as true. These resources have also advocated a particular treatment and understanding of gifted persons due to their overexcitable nature.Recently, however, some scholars have questioned the validity of the giftedness overexcitability relationship (Mendaglio, 2002; Pyrt, 2008; Tillier, 2009a). So, while the past thirty years have seen a rise in the perception that gifted persons are overexcitable (Silverman, 2008), these scholars have contended that there is actually little empirical data demonstrating this relationship (Mendaglio; Pyrt; Tillier).Using a systematic review of studies that compared gifted and non-gifted samples' OE scores, this dissertation attempted to provide some clarity to this burgeoning debate. This process involved a research synthesis that used a priori established criteria to identify, describe, and evaluate the findings and methodologies of a body of literature's most rigorously conducted studies (Petticrew, 2001). The evaluation phase of the systematic review included both qualitative and quantitative techniques. These findings revealed that it is unclear that gifted individuals are significantly more overexcitable than non-gifted individuals. Consequently, researchers, practitioners, and gifted persons themselves should reconsider the relationship between giftedness and overexcitability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The need to identify the 'real' gifted children in Nigeria for proper placement into gifted schools and the operationalization of giftedness concept prompted the development and validation of the Giftedness Assessment Instrument (GAI).Following the process of item construction, GAI comprises three components derived from several sources in a manner that retains the merits and eliminates the demerits of the sources, hence it is said to be integrated. The three components are: Above average ability test (GAI-1), Creative ability test (GAI-2) and Task commitment/motivation scale (GAI -3) with their independent attributes obtained through factor analysis using principal components with varimax rotations. The test was administered to 600 primary six pupils from public and private schools randomly selected from the six educational zones of Lagos State. The results obtained include: norms - for males and females and for public and private schools, high reliability and validity coefficients and discriminant validity with other standardized convergent and divergent measures of giftedness. To enhance the interpretation of the results, the scores were transformed into standard scores. The instrument was recommended for use in the identification and selection of primary six pupils into the gifted schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study is to understand achieving and underachieving honors students' perceptions and experiences of their talent development process. Students currently enrolled in the Honors College at research-intensive public university in the Midwest participated in this study. Gagné's Differentiated Model of Giftedness and Talent (DMGT, Gagné, 2009) was used as a conceptual framework with a sequential explanatory mixed methods research design. In the quantitative phase, the Academic Talent Development Factor Survey was redeveloped to measure honors students' perceptions and experiences of their academic talent development in terms of four components of DMGT: gifts, intrapersonal catalysts, environmental catalysts, and developmental process. A total of 174 honors students were assigned to two groups: achieving (n = 143) and underachieving (n = 31) groups. The redeveloped survey showed an acceptable model fit but should be improved to accomplish reasonable reliability and validity. The National Survey of Student Engagement (NSSE, 2011) was used to determine whether honors students with underachievement are less exposed to good practices for undergraduate education (Chickering & Gamson, 1999) than their peers who maintain high academic performance.In the quantitative phase, discriminant analysis and chi-square test results did not yield appreciable differences in pre-college characteristics including gender, ethnicity, and SAT/ACT scores between two groups. In terms of four components of DMGT, discriminant analysis results revealed that developmental process, environmental catalysts, intrapersonal catalysts were statistically significant factors to determine differences between achieving and underachieving honors students in this study. Additionally, discriminant analysis results indicated that achieving and underachieving honors students showed high level of exposure to good practices. The differences between two groups were significant with good practices including (a) faculty interest in teaching and student development, (b) quality of non-classroom interaction with faculty, (c) academic challenge and effort, and (d) challenging classes and high faculty expectations.In the qualitative phase, in-depth interviews were conducted to investigate similar and different patterns between achieving and underachieving honors students. Interview data from eleven achieving students, four underachieving students, and three honors advisors/staff were analyzed. From the student interviews, four composite textural themes and four composite structural themes were identified. From the interviews with staff/advisors, four composite textural themes and four composite structural themes were identified. Qualitative analysis results supported the findings from the quantitative phase and provided detailed picture of participants' perceptions and experiences. Both achieving and underachieving students confirmed their natural ability but understood the importance of effort, task commitment. Honors students in the achieving group showed clear purpose of being honors students, focused on benefits, and anticipated opportunities in their academic talent development in the honors college Underachieving honors students did not share the same expectations. Honors students in the underachieving group viewed benefits as either unimportant or as additional work. Since few studies exist related specifically to the talent development process of honors students, this study adds to the literature and understanding of underachievement in honors college. (PsycInfo Database Record (c) 2023 APA, all rights reserved)