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This study was completed in order to examine how academically gifted adolescents in gifted pull-out programs in rural Northeast Louisiana schools perceived their programs impacting their social and emotional needs and their self-concept. The major focus of the study was on the perceptions of students, parents and teachers in relation to the social and emotional wellbeing of the gifted participants. A qualitative approach was used to collect and analyze data. Over the course of two weeks, interviews were collected from 10 students, nine parents, 10 general education teachers, and three teachers of academically gifted students (n = 32). Students, parents, and teachers from two high schools (one in District 1 and one in District 2) provided answers to open-ended interview questions in order to answer the research questions. The data obtained through the interviews varied regarding the responses of the participants. The attitudes that the students had towards the gifted pull-out programs varied depending on the school that they attended. Students from District 1 responded positively to the interview questions whereas students from District 2 responded more negatively. The parents, for the most part, shared the attitudes and beliefs of their children. Parents whose children attended District 1 were pleased with their children's educational experiences in the gifted pull-out programs. On the other hand, parents whose children attended District 2 were not as pleased with their children's educational experiences in the gifted pull-out programs. The general education teachers were relatively supportive of the gifted pull-out programs and the student participants, although most of them had no background or formal training, such as college courses, to prepare them to differentiate lessons for gifted students. The teachers of academically gifted students seemed excited about their programs and were willing to learn more in order to help their students succeed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leadership giftedness continues to be the hidden dimension in gifted and talented education. There are numerous definitions, a lack of clarity for identifying leadership giftedness and an unfulfilled federal mandate for programming. Yet, leadership continues to be a hidden dimension in gifted and talented education, especially for children with promise who are sometimes identified as at-risk. With a nation's need for the development of future leaders, this study used phenomenology to conduct interviews with eight individuals to better understand their insights and experiences with leadership as they faced and overcame adversity in their childhood or youth. By conducting open-ended interviews with each participant, the researcher identified major themes and specific leadership attributes that can be taught to students enrolled in K-12 public schools. Leadership training creates access for a transformation of purpose and a collective call to action through today's children and youth while providing leadership for a world that is unknown to generations yet to be born. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the concept of twice-exceptionality with regard to teacher understanding, their lived experiences and the challenges they encountered in teaching twice-exceptional students in a general education classroom setting. The problem is that twice-exceptionality is a difficult concept for general education teachers to understand and this can be attributed to a lack of training combined with stereotypes, unrealistic expectations, and traditional beliefs that gifted students cannot also have disabilities. The purpose of this study was to explore the perceptions and lived experiences of teachers regarding their understanding of twice-exceptionality and the challenges they faced in teaching students who were identified as twice-exceptional. The research method was a qualitative phenomenological study using face-to-face semi-structured interviews that were comprised of open-ended questions. Participants included seven elementary school teachers who were currently teaching in a school district located in a suburb of Atlanta, Georgia, and who had personal experience in the education of twice-exceptional students. Transcripts were proofed by the participants and analyzed by the researcher. Member checking was also used to triangulate the findings of this study and provide content validity. Findings suggested that while the participants had a basic understanding of the phenomenon of twice-exceptionality, they lacked the confidence, support, and proper training needed to effectively teach these students in a general education classroom setting. Findings also suggested the participants believed it was important to have good parent communication, to understand the child and the disability, and to help the twice-exceptional child learn to understand and navigate the classroom environment with regard to social/emotional issues, communication, organization, and academics. Recommendations based on the findings from this study included proper pre-service training and professional development to ensure teachers understand the phenomenon of twice-exceptionality, its underlying components of giftedness and learning disabilities, and how to effectively meet the learning needs of these students in a general education classroom setting. Recommendations for future research included a larger number of participants at all levels of education, as well as including teachers from all areas of education, including general education, special education, and gifted education. Final recommendations included interviewing twice-exceptional students, their parents, and their teachers regarding their individual perspectives of the education these students receive in the general education classroom. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Research in the area of giftedness and stigma has provided a mixed picture of the social outcomes of being gifted. From the perspective of the gifted child, being gifted may necessitate use of certain coping strategies to manage how others evaluate a gifted child's academic successes. Due to these coping strategies, gifted children may be able to avoid negative social outcomes, such as peer rejection; however, a gifted child may have difficulty hiding the fact they are gifted if an overt indicator (e.g., a gifted label) has been assigned to the student. Less research has been conducted on how others view gifted students and if there is a public stigma of giftedness. The current study focused on how the gender of the participant, the gender of the gifted student and the gifted label affect how peers evaluate the successes of gifted students. Participants rated how much effort they thought gifted students expend toward academic success as well as how they much they admire the gifted students and if they would befriend that student. Multiple ANOVA's and independent samples t-tests were used to compare the mean levels of effort, admiration, and affiliation scores. Results indicate that the gender of the participant and the "gifted" label did not adversely affect perceptions of gifted students. However, female participants favored the gifted students significantly more than male participants and in particular, female participants favored female gifted students over male gifted students. Overall, the findings suggest that peers do not stigmatize gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In the theory of positive disintegration (TPD), Dabrowski (1967) describes manifestations of inner energy that serve a developmental purpose and might be more frequently found in gifted individuals, called overexcitabilities (OEs). Most studies present OEs outside of the context of the original theory (Mendaglio, 2012). Atheoretically conceptualized, OEs seem to define the personality trait of openness to experience as each OE can be matched with a specific facet of openness. Descriptions of each facet of openness and its matching OE are very alike. In this paper I argue that they are conceptually equivalent and that current research on openness and OE supports this. The study examined the similarity of OEs to corresponding openness to experience facets via competing models in multigroup confirmatory factor analysis, given their conceptual similarity. O2: Aesthetics and sensual OE, and O5: Ideas and intellectual OE were represented by a single underlying latent construct. High correlations emerged among O1: Fantasy and imaginational OE, O2: Aesthetics and sensual OE, O3: Feelings and emotional OE, and O5: Ideas and intellectual OE; O4: Actions and psychomotor OE had a small positive correlation; and O6: Values had a small negative correlation to emotional OE. Openness to experience seems to encompass OEs; thus, giftedness researchers and practitioners should align with well-researched psychological theories such as the five-factor model of personality (Costa & McCrae, 1992; Goldberg. 1999) and begin to talk about openness rather than OEs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation details the experiences of the teachers, instructional coaches, and founding administrator of a new accelerated program at a middle school located in a southwest suburb of Chicago. This dissertation is organized into a three article dissertation where each article examines the experiences of teachers, instructional coaches, and the founding administrator. Article 1 explored the experiences of teachers in the new accelerated program. The experiences explored are perception of giftedness, perception of roles, frustrating experiences, need for preparation and challenges. Article 2 explored the experiences of instructional coaches. The experiences explored are perception of accelerated students, perception of coaching roles, training in gifted education, positive and not so positive experiences, coaching challenges and in a perfect world. Article 3 explored the experiences of the founding administrator of the accelerated program. The experiences explored are motivation and prior training, addressing a need, positive experiences, program barriers, and future directions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Twice-exceptional students (Gifted with Asperger’s Syndrome) can be difficult for even the experienced teacher. Robust knowledge of Asperger’s Syndrome and Giftedness prepares teachers to meet the needs of these often-unidentified students. The purpose of this cross sectional survey design research was to study how post-graduate certifications held (dependent variable) affected early childhood teacher knowledge (independent variable) of Asperger’s Syndrome and Gifted/talented learner characteristics. From two large suburban school districts and small, private schools in Central Texas, 242 early childhood teachers (pre-k-second grade) participated in three online researcher created instruments entitled Teacher Knowledge of Asperger Characteristics, Teacher Knowledge of Gifted and Talented Characteristics, and a demographic survey. Using information from the survey, the researcher sorted teachers into convenience groups: Texas Generalist only, Texas Gifted/talented certification, and Texas Special Education certification. Using a Welch one-way ANOVA (analysis of variance), a positive and significant difference was determined between post-graduate certifications held and the early childhood teachers’ knowledge of Asperger’s Syndrome and Gifted/talented existing in the Twice-exceptional learner. Additional research is needed to examine what type and amount of training will equip early childhood teachers in inclusion classrooms with the knowledge to identify and meet the needs of Twice-exceptional students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the moderating factors proposed in the MMG are discussed and categorized. The environmental moderators are interpolated as to incorporate not only “school-settings” but also “work-settings”. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This editorial introduces the current issue of the Roeper Review: A Journal on Gifted Education. The papers featured in this issue explore a critical thinking program in a Chinese context, the dynamics of over-excitability in the arts and athletics, some additional nuances in the always difficult process of identifying giftedness and talent, and some systemic-contextual influences on the development of mathematical ability. The issue also includes interesting interviews with a prominent champion of the gifted and with domain-specific experts who discover and develop “lost prizes." (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The author illustrates how the child who will become an artist is immediately gifted (and more so than a normal child) with a remarkable, heightened sensory sensitivity in relation to his/her mother's body. This sensitivity is transferred, during the course of development, to collective alternates, thus initiating a sort of love affair with the world that will push the person to high-level creation. Particularly significant are all those sensations of vigour and awe characteristic of the phallic phase of libidind development that are described with a special intensity by some particularly gifted individuals: they are connected to artistic inspiration. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The release of the Marland Report in 1972 is often described as a watershed moment in the field of gifted education and remains a touchstone for the field today. The report presented the federal government’s formal definition of giftedness and outlined the unique learning needs of gifted students and the challenges faced by these students in U.S. schools. This article presents an examination of the goals and outcomes set forth in the Marland Report, the context within which the report evolved, and lessons learned, which can lead to an improved understanding of this legislation and the state of the field today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although the use of multiple criteria and informants is one of the most universally agreed on practices in the identification of gifted children, few studies to date have examined the convergent validity of multiple informants and objective ability tests in gifted identification. In this study, we illustrate the use of the correlated traits–correlated (methods—1) or CT–C(M—1) model (Eid, Lischetzke, Nussbeck, & Trierweiler, 2003) to examine the convergent validity of self, parent, and teacher ratings relative to objective cognitive ability tests in a sample of 145 4th to 6th graders. The CT–C(M—1) analyses revealed that teacher ratings showed the highest convergence with the objective assessments, whereas self-ratings had the lowest reliabilities and insufficient validity. Parent ratings were more reliable and valid than self-reports, but were outperformed by teacher ratings for most abilities. Overall, the CT–C(M – 1) analyses showed that the convergent validity of the ratings relative to the objective test battery was highest for numerical and lowest for creative abilities. Furthermore, whereas part of the shared variance between parent and teacher ratings reflected true convergent validity, agreement between parent and self-reports was entirely due to a shared rater variance. Our analyses demonstrate the usefulness and proper interpretation of the CT–C(M—1) approach for examining convergent validity and method effects in multitrait–multimethod data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Human intelligence (also called general intelligence, g, or Spearman’s g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and practitioners to reincorporate modern human intelligence theory (as expressed in Cattell–Horn–Carroll, or CHC, theory) and research into their work on gifted children. There are five reasons to make intelligence part of gifted education research: (a) intelligence is one of the best studied constructs in psychology; (b) educators know more about how to adjust educational plans in response to intelligence than many other traits; (c) grounding research in CHC theory strengthens the links between gifted education and psychology, making gifted education more relevant to “outsiders”; (d) intelligence is an excellent predictor of long-term general life outcomes; and (e) many issues in gifted education (such as curriculum planning and underidentification) are best understood if considered in relation to intelligence and related cognitive abilities. The article ends with some caveats that gifted education researchers should keep in mind when integrating human intelligence research and CHC theory into their work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This research explores the manifestation of dual exceptionality, regarding self-image and the experiences students have had with classmates and teachers. The sample was comprised of four students ages 8 to 15 that exhibited ADHD with giftedness and ASD with giftedness. In-depth interviews were conducted with the students. Results showed that students who had a notion of their discrepancies were motivated towards learning, but became bored when tasks were not challenging. They also had good relationships with their teachers and peers. However, meaningful social interactions had a negative connotation for the gifted/ASD group. Implications for research and practice are discussed further. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEsta pesquisa explora a manifestação da dupla excepcionalidade referente à construção da autoimagem e o tipo de experiências com colegas e professores. Os casos de quatro (4) estudantes de 8 a 15 anos que apresentavam transtorno do déficit de atenção (TDAH) com alta capacidade e transtornos do espectro autista (TEA) com alta capacidade, foram anali-sados. Os resultados indicam que os estudantes tinham uma noção da discrepância de sua condição, apesar de ignorá-la. Eles estavam motivados a aprender, mas ficavam entediados com tarefas pouco desafiantes ou repetitivas. Além disso, apresentavam boas relações com colegas e professores, no entanto, para o grupo de alunos com TEA e alta capacidade, esta relação tinha uma conotação negativa. As implicações para a pesquisa e a prática educativa, são discutidas. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discu-ten implicancias para la investigación y práctica educativa. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Artificial neural networks have a wide use in the prediction and classification of different variables, but their application in the area of educational psychology is still relatively rare. The aim of this study was to examine the accuracy of artificial neural networks in predicting students’ general giftedness. The participants were 221 fourth grade students from one Croatian elementary school. The input variables for artificial neural networks were teachers’ and peers’ nominations, school grades, earlier school readiness assessment and parents’ education. The output variable was the result on the Standard Progressive Matrices (Raven, 1994), according to which students were classified as gifted or non-gifted. We tested two artificial neural networks’ algorithms: multilayer perception and radial basis function. Within each algorithm, a number of different types of activation functions were tested. 80% of the sample was used for training the network and the remaining 20% to test the network. For a criterion according to which students were classified as gifted if their result on the Standard Progressive Matrices was in the 95 th centile or above, the best model was obtained by the hyperbolic tangent multilayer perception, which had a high accuracy of 100% of correctly classified non-gifted students and 75% correctly classified gifted students in the test sample. When the criterion was the 90 th centile or above, the best model was also obtained by the hyperbolic tangent multilayer perception, but the accuracy was lower: 94.7% in the classification of non-gifted students and 66.7% in the classification of gifted students. The study has shown artificial neural networks’ potential in this area, which should be further explored. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalUmjetne neuronske mreže imaju široku upotrebu u predikciji i klasifikaciji različitih varijabli, no njihova primjena u području psihologije obrazovanja je još uvijek relativno rijetka. Cilj ovog istraživanja bio je ispitati točnost umjetnih neuronskih mreža u predviđanju nadarenosti učenika. U ispitivanju je sudjelovao 221 učenik 4. razreda jedne hrvatske osnovne škole. Kao ulazne varijable za umjetne neuronske mreže korištene su nominacije učitelja i drugih učenika, ocjene, ranija procjena spremnosti učenika za školu i obrazovanje roditelja. Kao izlazna varijabla korišten je rezultat učenika na Standardnim progresivnim matricama (Raven, 1994), prema kojem su učenici svrstani u darovite ili nedarovite. Testirali smo dva algoritma umjetnih neuronskih mreža: mrežu s radijalno zasnovanom funkcijom i višeslojni perceptron. Unutar svakog algoritma, testirano je više aktivacijskih funkcija. 80% uzorka korišteno je za uvježbavanje mreža, 20% za testiranje njihove uspješnosti. Za kriterij prema kojem su u darovite učenike svrstani oni koji postižu rezultat na Standardnim progresivnim matricama u 95. centilu ili više, najuspješnijom se pokazala mreža višeslojnog perceptrona s funkcijom tangens hiperbolni, koja je na testnom uzorku postigla visoku točnost od 100% u klasifikaciji nedarovitih učenika i 75% u klasifikaciji darovitih učenika. Kada je kriterij bio rezultat u 90. centilu ili više, najuspješnija je bila također mreža višeslojnog perceptrona s funkcijom tangens hiperbolni, no točnost je bila niža: 94,7% u klasifikaciji nedarovitih učenika i 66,7% u klasifikaciji darovitih učenika. Istraživanje je pokazalo potencijal umjetnih neuronskih mreža u ovom području, koji treba dalje istražiti. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Programs designed for teachers’ training should prepare them to attend to the needs of talented/gifted students in their classrooms. The purpose of this study was to investigate whether future teachers had sufficient knowledge to attend the talented/gifted students. The sample consisted of 170 undergraduate students (145 women, 25 men), who were enrolled in teachers’ preparation courses in 2 private and 3 state universities in Brazil. A questionnaire with six open questions about talent/giftedness was administered in a group setting, and answers were classified by content analysis. The results indicated that teachers have several doubts about these concepts and question if they are responsible or the school administrators are responsible to attend to these students. In conclusion, future teachers are not receiving adequate preparation to guide talented/gifted students in their classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA formação dos professores brasileiros em estudos do nível de graduação, deveria prepara-lhes para o ensino de alunos talentosos e superdotados. Esta pesquisa teve por objetivo conhecer se os futuros professores contavam com conhecimentos para atender estes alunos em suas salas de aula. A amostra foi composta por 170 participantes (145 mulheres, 25 homens), estudantes do último ano da graduação em educação/pedagogia em 2 universidades privadas e 3 universidades estaduais no Brasil. Um questionário com 6 perguntas abertas sobre talento e superdotação foi administrado coletivamente e as respostas obtidas foram classificadas pela técnica de análise de conteúdo. Os resultados mostram que os professores possuem bastantes dúvidas sobre os conceitos de talento e superdotação, mesmo questionando se cabe a eles ou não à gestão escolar e o atendimento para estes estudantes. Conclui-se que os futuros professores não estão adequadamente preparados para ensinar alunos talentosos e superdotados em suas salas de aula. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa formación de los profesores brasileños a nivel de pregrado debe prepararlos para ense-ñar a los estudiantes talentosos/dotados. Este estudio tuvo como objetivo investigar si estos futuros maestros tienen conocimientos para enseñar estos estudiantes en sus aulas. La muestra consistió en 170 individuos (145 mujeres, 25 hombres), estudiantes de último año de pregrado en dos universidades privadas brasileñas y tres estaduales. Un cuestionario con seis preguntas abiertas sobre talento/superdotación fue administrado colectivamente y las respuestas fueron clasificadas por el análisis de contenido. Los resultados indicaron que los maestros tienen varias dudas sobre estos conceptos y cuestionan si son responsables o la administración de la escuela por atender a estos alumnos. La conclusión es que los futuros docentes no están adecuadamente preparados para enseñar a los estudiantes talentosos/sobredotados en sus aulas. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

For over 70 years Annemarie Roeper was able to breathe new life into many aspects of giftedness and gifted education. Capturing the magic of such a charismatic and visionary leader is a challenge. However, stories and storytelling provide a pathway into the narrative of Annemarie’s life as it evolved from young adulthood to elderhood. This article provides the lessons learned during a long-standing friendship and insights into her multidimensional personality. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The aim of our research is to look into the diversity within gifted and talented students. This is important to better understand their complexity and thus offer a more appropriate educational programs. There are rather few empirical works which attempt to identify high abilities profiles (giftedness and talent) that actually exist beyond the theoretical level. The present work intends lo single out the different patterns or profiles resulting from the combination of the successful intelligence abilities (analytical, synthetic and practical), as defined by Stenberg. A total of 431 students from the Region of Murcia participated in this study. These students performed the Aurora Battery tasks (Chart, Grigorenko, Si Sternberg, 2008), designed to measure the analytical, practical and creative intelligence. Analytically gifted students ( n = 27), practically gifted ( n = 33) and creatively gifted ( n = 34) were identified, taking as criteria scores equal to or higher than 120 IQ on each intelligence. Different Q-factor analyses were carried out for the three groups of students, in such a way that students were grouped according to their similarities. A total of 10 profiles showing how successful intelligence abilities are combined were obtained, something that has made possible to support the theory put forward by Sternberg (2000): the analytical, practical and creative talent profiles, as well as the resulting combinations, the analytical-practical, analytical-creative, practical- creative profiles, along with the consummate balance talent (high performance in the three types of intelligence). (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The following piece of work serve as introduction to the monographic issue about giftedness and talented in the Annals of Psychology Journal. In it, the reasons to tackle this monographic are explained, and the contributions of authors are summarized, such contributions arc diverse and swing from the identification process using different procedures, the assessment of domain specific creativity in sciences, the study of the heterogeneity within the group of high ability students, the educational measures available, and lastly and study about these students' academic motivations. The work concludes extracting some general conclusions about what this monographic has contribute and it's meaning. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This study compared gifted and non-gifted students with respect to the perception of classroom climate for creativity, family environment, and motivation to learn. The participants were 107 4 th grade students. Among them, 41 attended a program for gifted students. Three instruments were administered: the Classroom Climate for Creativity Scale, the Evaluation of Elementary School Students’ Motivation to Learn Scale, and Quality of Family Interaction Scales. Differences between gifted and non-gifted students were noted regarding the perception of classroom climate for creativity and motivation to learn. Both groups evaluated positively the family environment. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo comparou alunos superdotados e não superdotados em relação à percepção do clima de sala de aula para criatividade, do ambiente familiar e motivação para aprender. Participaram 107 alunos de 4 a série do Ensino Fundamental. Entre eles, 41 frequentavam um programa de atendimento ao aluno superdotado. Três instrumentos foram empregados: Escala sobre Clima para a Criatividade em Sala de Aula, Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Fundamental e Escalas de Qualidade de Interação Familiar. Diferenças entre os alunos superdotados e não superdotados foram observadas no que diz respeito à percepção do clima de sala de aula e à motivação para aprender. Ambos os grupos avaliaram satisfatoriamente o ambiente familiar. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)