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Experts in the field of gifted education have developed thorough and comprehensive program models for educating gifted students. Students are provided gifted education services through the combined efforts of administrators, gifted education specialists, and regular classroom teachers. Little is known about the perceptions of gifted programming held by those who deliver services to students. The investigator mailed surveys to a national sample of 900 educators to determine beliefs about a wide-ranging array of topics central to gifted education. These topics include definitions of giftedness, factors influencing who receives services, identification methods, characteristics of gifted students, the need for resources/supports to teach gifted children, the responsibility for developing the talents of diverse gifted students, the appropriateness of certain accelerative practices, and which options should be included in a continuum of services. This study focused around three research questions: (1) What perceptions do administrators, gifted education specialists, and regular classroom teachers have regarding key beliefs in gifted education? (2) Are there differences of perceptions regarding key beliefs of gifted education across these groups? and (3) What are some of the differences within each of the groups as related to independent variables (ethnicity, free & reduced lunch, experience)? Responses to surveys were received from 411 educators, including 148 administrators, 115 gifted education specialists, and 148 regular classroom teachers. Descriptive statistics, ANOVAs, and post hoc tests were run to determine answers to the research questions. Findings included a determination that while educators accept many definitions of giftedness, they believe more traditional talents merit greater attention from gifted education programs. More inclusive definitions of giftedness, such as the Renzulli combination of above-average intelligence, creativity, and task commitment are the most popular with educators. Differentiation was preferred to acceleration as a strategy for dealing with gifted students and certain methods of acceleration that related to single-subjects, were endorsed over other methods, such as early entry to Kindergarten and grade skipping. Statistically significant differences were found between groups, such as, administrators favoring gifted programming options that do not require extra staff, and regular classroom teachers and gifted education specialists putting different weight on teacher nominations as a means of identification. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of the present investigation was to compare traditional and alternative assessment of "giftedness" in predicting academic success of minority elementary school children. Educational data of 87 elementary students who were assessed for giftedness using a teacher created assessment system was analyzed to compare the traditional and alternative assessment of "giftedness" in predicting academic success. It was hypothesized that students accepted into the gifted program would not differ on measures of academic achievement based on their method of eligibility for the gifted program. When grouped by eligibility method, the students were found to differ in the area of mathematics but not in the areas of reading and language. The ethnic diversity, as well as the number of students admitted to the program, increased when student eligibility decisions were determined by the use of the alternative assessment. Weaknesses of the alternative assessment were discovered during this investigation and recommendations for improving the alternative assessment are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this study was to investigate teachers' theories of giftedness using methods adapted from those used by to study theory-based reasoning in categorization research. This study sought to answer the following questions about the reasoning behind teachers' nominations of students for gifted programs: (a) Do elementary school classroom teachers use theory-based reasoning, as described by the causal status effect in classification, when nominating students for gifted programs? (b) Is there consistency in the theories/beliefs about giftedness between and among teachers with different levels of expertise in gifted education? (c) What is the structure and content of teachers' theories/beliefs about giftedness? (d) Is there a difference in the structure and content of theories/beliefs about giftedness between teachers with varying levels of expertise in gifted education? (e) What differences exist, if any, between teachers with different levels of expertise in gifted education in the inclusion of culturally diverse characteristics of giftedness in their theories of giftedness? and (f) What differences exist, if any, between the expertise groups in their judgments of culturally diverse students? The sample was 60 elementary classroom teachers with varying degrees of expertise in gifted education. Statistical analyses as well as inductive qualitative analyses were used to answer the research questions. The teachers in this study did not demonstrate theory-based reasoning as described by the causal status effect in their judgments of hypothetical student profiles. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories of giftedness. Comparisons of teachers with greater and lesser degrees of expertise in gifted education indicated that there were no significant differences between the groups. However, there was also little consistency among the teachers in their representations of the causal links among different characteristics of giftedness in their theories, suggesting that all elementary classroom teachers do not define common characteristics of giftedness in the same way. Recommendations for further research include more focus on critical analysis of individual teachers' beliefs in course and in-services for teachers seeking expertise in gifted education, continuation of this line of research with more diverse samples of teachers, and modification to the procedures used to measure theory-based reasoning in order to better model and measure teachers' reasoning processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Brazil faces the challenge of preparing teachers to work in gifted and talented education, which includes the development of a coherent conception of giftedness and a thorough understanding of students' academic and social/emotional needs. Over the past several decades, many conceptions of intelligence and creativity have been offered by researchers and practitioners. However, the relationship between these constructs is still inconclusive. In Brazil, little research has investigated the creative abilities of Brazilian students, examined how creativity might be related to intelligence, or explored people's conceptions of intelligence and creativity. Therefore, the present study investigated the relationship between intelligence and creativity test scores of identified gifted and talented students attending an enrichment program in the Federal District, Brazil, and determined how students and their resource room teachers perceived intelligence and creativity. An ex post facto design was used to investigate the correlation between intelligence and creativity test scores of 100 identified gifted and talented students, ages 9-17, and 15 teachers in grades 4 through 8 of an enrichment program for gifted students in the Federal District. A Pearson product-moment correlation was computed to determine the magnitude and the degree of relationship between students' scores on Raven's Progressive Matrices - SPM and the Urban and Jellen's Test for Creative Thinking - Drawing Production - TCT-DP. Qualitative and quantitative methods were used to address students and teachers' perceptions of creativity and intelligence. Multiple case studies were used to gather data from students and their teachers; information on students' abilities, interests, learning styles, self-concept, and behavioral characteristics were coded and categorized for patterns and themes. The results of the correlational analysis indicated a significant relationship between intelligence test scores and creativity test scores (r=.21, Effect Size=.04) among Brazilian gifted and talented students (N=100), with a small practical significance. Students and teachers perceived students' creative and intellectual abilities favorably. Teachers and students defined intelligence as reasoning and knowledge; teachers also acknowledged creative thought. Both teachers and students perceived creativity as divergent-thinking ability and recognized the role of knowledge in solving problems. Students and teachers considered creativity, intelligence, and giftedness as related constructs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study focused on the design, development, and implementation of a high school intervention program for underachieving gifted Latinos. The first of its kind for gifted underachieving Latinos in a comprehensive urban high school; the program was an important initial step toward addressing underachievement with this specific type of student. The study hypothesized that if gifted underachieving students were monitored, given guidance and support from an adult in a forum where they could receive the support and encouragement of their peers, the work habits and achievement of participating underachieving gifted students would improve, without receiving any academic assistance. I designed and implemented an intervention of 11 sessions over 13 weeks. Using a mixed methods approach, I collected data from students, teachers and mentors, and I analyzed marks in three subject areas and for work habits, including cooperation, discipline and attendance. The analysis of data also included a pre-post survey and reflections and journals gathered from participants and mentors. Findings showed that student academic grades, and their corresponding work habits and cooperation grades, as reported by teachers, showed little statistically significant change. Further, participants revealed a poor understanding of their giftedness, which contributed to their low self-expectations. Some challenged the label of "underachiever." However, students did self-report making changes in behaviors conducive to academic improvement, and these findings were statistically significant. For example, with respect to self-regulation and motivation, students reported they were more likely to check their assignments or put effort into their work. Overall, the data showed that mentors and participants alike wanted to continue working together. This study showed that in a period of 13 weeks (through 11 sessions) the underachieving gifted Latino can learn to identify successful behaviors and self-report greater engagement in academic activities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In Texas, economically disadvantaged students account for 57% of the total population, but comprise only 23% of the population identified as gifted according to a study conducted by the Texas Equity and Excellence Task Force (Slocumb and Olenchak, 2007). This study employed a mixed-methods research design and employed the Tomlinson and Callahan model for gifted program evaluation (1994) in order to evaluate the methods for identifying gifted students in 18 urban Title I elementary schools in Texas. Quantitative research methods were used in order to evaluate which of the research-based identification methods rated highly by a panel of experts in a prior study (Furman, 2006) were used in the gifted programs. Qualitative research methods were used in order to explore the perceptions that key school personnel involved in the identification process at the Title I campuses hold regarding how this process is implemented in their campuses. Data were collected through a questionnaire of school district gifted program directors and/or submission of electronic materials regarding the identification process, and interviews with gifted program administrators at each of the Title I campuses in the study. The results of this study suggest that campus administrators at schools with high populations of low socioeconomic students be given more authority to place students in the gifted program that may not achieve set cutoff scores on standardized testing, but show the potential to be gifted. Additionally, parent training should be provided so that parents can understand the identification process and the value of having their children in the gifted program. School personnel should also be trained in the different cultural and socioeconomic manifestations of giftedness. There should also be shift away from identifying fully-developed skills as evidenced by the results of standardized testing to the identification of gifted potential through the results of the collection of more qualitative measures. Placement decisions should be made using a case study approach where placement is made on the merits of individual students rather than by following prescribed cutoff scores. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The study of reflection and reflective thinking has a long history in research on teaching and learning. However, in the assessment of gifted students, quantitative measures are generally utilized; these tend to measure only what is observable and discount affective aspects of learning. This study argues that intellectually gifted children, in particular, are not well understood in terms of how they conceptualize or "come to know" mathematics. To explore these phenomena, the researcher applied the portraiture method with three mathematically gifted students in seventh grade. Subjects were selected who had, in the fifth grade, written mathematics autobiographies in which they described their views of mathematics. The study was conducted at the Arrow University Campus Schools (a pseudonym) for intellectually gifted students. Data collection procedures included a review of institutional and student records, a written statement by each subject and his or her parent, and open-ended, semi-structured interviews. Each subject was interviewed three times for l-2 hours each; a parent and the student's current mathematics teacher and available former mathematics teachers were interviewed once each for 30-40 minutes. Finally, the researcher observed each student during three mathematics classes. Themes emerged from the various data sources and were triangulated to yield an in-depth portrait of each subject's conceptualization of mathematics. It was found that parents equated potential for adult success to IQ measured at a very young age, and that students enjoyed and were empowered to reflect on their conceptual views of mathematics (Nickson, 2000). Emergent themes appeared to support multidimensional conceptions of giftedness and intelligence. Overall, the research supported McLeod (1992) and Lester's (2000) arguments on the importance of implementing alternative qualitative research tools to uncover students' mathematics beliefs and experiences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Although the underrepresentation of minority students in gifted programs has been acknowledged in the literature for many years, serious attention has only recently been directed to the educational concerns of gifted students whose native language is not English. It was hypothesized that giftedness of English language learners (ELL) will manifest in ways that are embedded within and that emphasize the students' linguistic, ethnic and cultural backgrounds. Therefore, assessment and referral practices should aim at inclusiveness of culturally-based characteristics of giftedness. Research was conducted in Mexico and with Mexican immigrants in the U.S. Qualitative interviews with Mexican residents and Mexican immigrants were conducted to establish a definition of giftedness within the Mexican culture. Analysis using Grounded Theory and the Constant-Comparative approach provided three components to the definition of giftedness in the Mexican culture: cognitive, behavioral, and social. These constructs are minimally commensurate with traditional United States definitions of giftedness. Additional qualitative interviews with teachers in the United States were conducted and analyzed using consistent methodology. Teachers had limited knowledge of conceptualizations of giftedness within traditional and ELL populations, did not endorse most conceptualizations of giftedness that were endorsed by Mexican participants, had never referred ELL students for gifted identification, and viewed their role as disconnected from the teaching and identification of gifted students. The implications of the study include increased consideration of the current gifted identification and assessment procedures used by school corporations, the need to increase ELL parental awareness of gifted education services due to cultural differences between the educational systems, and the need for additional teacher training and cross-discipline collaboration related to gifted services. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Written as an autoethnography, this study explores the experience of six academically achieving gifted high school students alongside my experiences as a school counsellor working with gifted academic achievers in the Province of New Brunswick. Recent research in the area of gifted students suggests that high achieving students are at least as well adjusted as any other student in life; however, research also suggests that gifted students have a distinct set of qualities that may complicate their ability to set goals and to remain resilient against adversities. Research in the area of hope suggests that students with higher levels of hope indicate more satisfactory levels of academic achievement and greater competence in interpersonal relations than compared to students with lower levels of hope. Although hope has been studied in educational settings, researchers have not examined hope and how hope may be maintained with achieving gifted students who face the inevitable challenges that competition and high achievement in school impose on a regular basis. Interactive interviews, systematic self-introspection, and retrospective observations were used to collect data detailing accounts concerning how academically achieving gifted individuals described their educational encounters and their experiences of hope on the educational landscape. Reflections from the participants are laid alongside my own accounts of hope and giftedness in high school education. Descriptions are presented as interwoven narratives and include my current thoughts as a researcher, my past experiences and observations as a school counsellor, and my understandings of the participants' stories. Several key ideas emerged from the collection of data. Hope for these six gifted academically achieving students was described as a dynamic and energetic sense of confidence about their own futures. Early high school years (grades nine and ten) often served as a meaningless period in their educational careers that stifled their hopes. Enriched classes and independent studies in later years (grades eleven and twelve) offered students hope in their learning, because the independent learning style often focused on application and exploration of knowledge which made the learning process more meaningful. Further, these academically achieving students often felt as though their hope was challenged as they struggled to belong and fit-in with their peers, evaluated their performance against their peers on a regular basis, and attempted to manage the pressures from teachers, parents, and themselves. These struggles often led the students to believe that their marks defined them, restricted what was possible, caused the students to dissociate from the learning process, and overshadowed meaning and hope within the classrooms. Possible implications for teachers, parents, school counsellors, and academically achieving gifted students are offered and implications for further research are suggested. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study conducted a cross-validation of the Learning Style Inventory (LSI) version 3 - ES (Renzulli, Rizza, & Smith, 2002) and compared the preferred learning styles of gifted and general elementary students in Korea and the United States. The LSI was translated from English into Korean, translated back into English, and then submitted to a committee of experts for review. The Korean version of the LSI was administrated to 1,017 Korean students in grades 3 through 6. U.S. data was obtained from the authors of the original LSI. The results indicated that the scales possessed acceptable internal consistency estimates for both Korean and U.S. data. The confirmatory factor analysis (CFA) for Korean and U.S. LSI scores yielded good model fit of the data. Multi-sample confirmatory factor analysis (MCFA) revealed the same structure across Korean and U.S. groups for the LSI scores but did not provide evidence for perfect measurement equality across groups. The results of multivariate analysis of variance (MANOVA) for giftedness by nationality revealed statistically significant differences between gifted and general student groups in learning style preferences, as well as nationality differences. The results of a discriminant function analysis (DFA) demonstrated that Peer Teaching, Drill & Recitation, and Instruction through Technology contributed to discrimination between the gifted group and the general group and that Instruction through Technology, Direct Instruction, Simulation, and Independent Study were statistically significant predictors between the Korean and the U.S. groups. This study suggests that LSI yields valid and reliable scores regarding the learning styles of Korean and U.S. students, and thus can be used for cross-cultural research. The results can be applied to instructional techniques on constructs important in gifted education. Additionally, this study provides data regarding how gifted and general students differ in their learning styles. Furthermore, this study may support educators’ understanding of different student responses to various cultural contexts and help them devise more effective instruction that engages a wider range of gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The low representation of culturally, linguistically, and ethnically diverse (minority) students in gifted programs is a national concern. This study examined the numbers of minority students in one suburban school district in Arizona. The research focused on the percentage of minority students identified and served in the gifted program to assess the district's representation of their student population. Five schools were selected for inclusion in this study. One school was selected for in-depth analysis. The intention was to determine ways to increase the identification of minority children with high potential and those students who demonstrated exceptional talent and ability. Once nominated or recruited for the program, students were provided supplemental educational experiences that involved advanced learning opportunities designed to help them fully realize their abilities. The purpose of the study was to examine the role of ethnicity in participation rates of students in programs for gifted learners; to explore possible inequities in the identification rates of minority students and to make recommendations for future study. Based on the findings, minority students can be recruited and properly served in programs for gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This Indigenous research project foregrounds the voices of Hupa, Yurok, and Karuk tribal members who reside on the Hoopa Valley Indian Reservation (HVIR), located in northern California. In an effort to shift the paradigm of education from monological to multilogical; characteristics, qualities, and endeavors that are important to the HVIR community to teach to their children are explored. This study broadens the definition of giftedness, supports the development of transformative knowledge, and validates Indigenous epistemologies by exploring the following research questions: What is giftedness as defined by the HVIR community? What characteristics do HVIR community members identify as indicative of giftedness? How is giftedness illustrated in the community? How does the HVIR concept relate to a set of core attributes associated with giftedness? Indigenous knowledge and the HVIR philosophy and ways of knowing, ground this research. The study design reflects an Indigenous methodology from an HVIR context, while utilizing Seidman's three-part interviewing methods. Data sources include a pilot program, 230 surveys, 23 interviews, and a focus group. Research findings conclude that the HVIR concept of giftedness can be defined through k'winya'nya:nma-awhiniw ("the human way"); to live in balance and harmony with the world, have honor and respect for community members, the environment, ceremony, ancestors, and the creator. Giftedness is illustrated through niltsit (inherited gift), xoL-diniL'ay (learned gift), and contribution. Similarities between the HVIR attributes of giftedness and mainstream attributes of giftedness include: creativity, artistic ability, contribution, task commitment, and interest. Differences in attributes include: intellectual ability, IQ tests, and individualism. A distinct relationship between HVIR attributes of giftedness and attributes of other indigenous groups is clearly evident. This Indigenous research project provides a knowledge base for Native American teacher preparation programs, tribal education programs, public and private school systems, gifted and talented programs, school site councils, researchers, and curriculum developers to advance culturally-based, community-based, and language revitalization teaching strategies. In addition, the development of transformative knowledge is supported by creating a space for Indigenous knowledge in the educational system. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The problem examined in this study is that African American students remain underrepresented in the public education system’s gifted and talented or gifted programs because of nomination, assessment, and identification procedures (Bonner, 2005; Ford & Moore, 2005; Joseph & Ford, 2006; Huff, Houskamp, Watkins, Stanton, & Tavegia, 2005; McGlonn-Nelson, 2005; Nugent & Shaunessy, 2003; Villarreal, 2004). The purpose of this qualitative phenomenological study was twofold. First, the purpose was to examine the lived experiences of 12 regular classroom teachers and 11 African American parents who participated in the nomination of African Americans for programs. Second, the purpose was to determine their perceptions of the nomination, assessment, and identification processes in relation to the underrepresentation of African American students in gifted programs. Based on a gleaning of pertinent themes and patterns within the research participants’ responses, factors contributing to the underrepresentation of African Americans in gifted and talented programs include: (a) misperceptions regarding a student’s race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the need for professional development training related to the needs of minority gifted students; and (d) issues related to testing and assessment instrumentation. Recommendations to key educational leadership stakeholders (federal, state, and local education agency leadership) are to: (a) adopt a unifying Federal Government definition of giftedness for all states and inclusive of student groups underserved; (b) assess gifted and talented program effectiveness; and (c) create professional and staff development programs for K-12 educators. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The objective of the study is to validate the CAS Basic Battery for Arabic-speaking children, ages 5.0-7.11 years on a sample population of 49 (21 males, 28 females) Arabic-speaking, Palestinian students, and to cross-validate this with a matched sample of English-speaking, American students (retrieved from the test standardization sample). The Arab participants were recruited randomly from Arab towns and villages in central Israel through a pedagogical center that serves over 3,000 minority Arab students. Data will be analyzed using SPSS 16.0. Cronbach’s alpha was used to obtain reliability coefficients for all subscales within the CAS measure, and a dependent t-test was used to examine differences in the means between the standardization (American) and the Arab samples. An independent t-test was also computed to examine if significant differences exist between the two independent samples (Arab sample = 49 vs. the total American standardization sample = 1,200). Finally, analysis of variance (ANOVA) was computed to examine the interaction effect of each of the following variables with the Arab sample: age, gender, and parental education attainment. The validation of CAS provides culturally fair and verbally limited measures of ability for Arabic speaking population. Validated CAS is also an effective measure to identify disorders of basic psychological processes central to the definition of learning disability and to facilitate the identification of Attention-Deficit/Hyperactivity Disorders, Traumatic Brain Injury, Learning Disabilities, Mental Retardation, and Giftedness. The selection of the population as the focus of the research results from the principal investigator’s background and of the need for more culturally fair measures to serve the Arab school-aged population. A review of the literature reveals an increasing recognition of the need for the development of these measures, yet it remains an underdeveloped area of research within the Israeli Arab-community (JDC-Brookdale Institute Disability research, 2000). In essence, this study advocates for the new development of culturally fair intellectual measures that are psychological process driven rather than general ability driven to better assess intellectual abilities. Validated in Arabic, the CAS – Arabic Edition will serve as a reliable measure and a resource for mental health professionals serving this community, policy makers, and other key stakeholders. In addition, the findings of this study can serve as a point of departure for interested researchers interested in expanding this work in future research activities. Another priority of this present research is to facilitate the identification of children with special needs to receive correct diagnoses, appropriate placement, and ultimately a proper education. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The quantitative study was designed to compare variables that may be applied toward the development of a training process for lay leaders in the United Methodist Church. Specifically, the study was guided by the questions: (a) based on whether leadership training participants completed a self-administered spiritual giftedness inventory and a self-administered leadership and interactive styles inventory prior to training; what difference, if any, exists between responses to the pre-test leadership questionnaire and the post-test leadership questionnaire? and (b) based on the results of a self-administered spiritual giftedness inventory and a self-administered leadership and interactive styles inventory; what difference, if any, exists between responses to the pre-test leadership questionnaire and the post-test leadership questionnaire? A total of 51 lay leaders, from a population of 130 within the North District of the Texas Annual Conference of the United Methodist Church, participated in the study. Each was randomly assigned to one of two groups. Both groups received training related to leadership. The treatment group completed a spiritual giftedness inventory and a leadership and interaction styles inventory prior to training, and the control group did not. Pre-test and post-test leadership questionnaires were administered to all participants, and differences in responses from pre-test to post-test were studied. Analysis of data on an ordinal basis employed non-parametric measures to determine central tendency and dispersion. The study was limited in nature as all responses were self reported and not based on behavioral observation. Results indicated a greater difference in pre-test and post-test responses for the group completing a spiritual giftedness inventory and a leadership and interaction styles inventory prior to training, when compared to the group that did not. A .05 significance level was used and statistical significance was achieved at 95%. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted students of mathematics served through acceleration often lack the opportunities to engage in challenging, complex investigations involving higher-level thinking. This purpose of this study was to examine the ways mathematically gifted students think about and do mathematics creatively as indicators of deep understanding through collaborative work on four open-ended tasks with high-level cognitive demand. The study focused on the mathematical thinking involved in students' construction of mathematical understanding through the social interaction of group problem solving. This case study used ethnographic methodology within a social constructivist frame with gifted education and sociocultural contextual influences. Participants were 15 gifted students in an 8 th-grade gifted geometry class. Data collection included field notes, student artifacts, student journal entries, audio recordings, and reflections. Transcribed audio recordings were segmented (Tesch, 1990) into phases of interaction, coded by function, then coded by levels of exhibited mathematical thinking from observable cognitive actions (Dreyfus, Hershkowitz, & Schwarz, 2001; Williams, 2000; Wood, Williams, & McNeal, 2006), and analyzed for maintenance or decline of high-level cognitive demand (Stein, Smith, Henningsen, & Silver, 2000). Interpretive data analysis was connected to data analysis of transcribed recordings. Results indicated social interaction among students enabled them to talk through the mathematics to understand mathematical concepts and relationships, to construct more complex meaning, and exhibit mathematical creativity, inventiveness, flexibility, and originality. Students consistently exhibited these characteristics indicating mathematical thinking at the levels of building-with analyzing, building-with synthetic-analyzing, building-with evaluative-analyzing, constructing synthesizing, and occasionally constructing evaluating (Dreyfus et al., 2001; Williams, 2000; Wood et al., 2006). The results of the study support the claim of a relationship between mathematical giftedness and the ability to abstract and generalize (Sriraman, 2003), provide evidence that given the opportunity, students can construct deep mathematical understanding, and indicate the importance of social interaction in the construction of knowledge. This study adds to the body of knowledge needed in research on gifted education, problem solving, small-group interaction, mathematical thinking, and mathematical understanding, through empirically assessed classroom practice (Friedman-Nima et al., 2005; Good, Mulryan, & McCaslin, 1992; Hiebert & Carpenter, 1992; Lester & Kehle, 2003; Phillipson, 2007; Wood, Williams, & McNeal, 2006). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Researchers have found all five overexcitabilities to be stronger among gifted individuals but gifted gay, lesbian, and bisexual (GLB) students frequently find themselves in a dilemma in which they must choose between academic success and social acceptance. The emotional impact of that dilemma may be heightened significantly for them. Schools have been unresponsive to the needs of gifted GLB students and lack of understanding of these sexually diverse gifted students has only contributed to their challenges. Therefore, I explored this general question: What, if any, differences among the dimensions of overexcitability are related to sexual orientation, giftedness, and/or gender? Requests for participants containing a URL for an online survey were distributed through education, gifted, diversity, and GLBT listservs at eleven geographically-dispersed colleges/universities and via MENSA e-mail lists/newsletters. Quantitative research methods were utilized to study variations in which 965 heterosexual, gay, and bisexual individuals possessed overexcitability characteristics as measured by the Overexcitability Questionnaire II. Gender role was measured with the Bem Sex Role Inventory. The Gifted, Gender, and Sexual Orientation Main Effects were significant, but more importantly, these results were more fully explained by the significant Gender by Sexual Orientation Interaction. Gender Role did not affect the results. Heterosexual males had significantly higher mean Intellectual scores than heterosexual females; heterosexual females had significantly higher mean Emotional scores than heterosexual males; bisexual females scored significantly higher than heterosexual females in Sensual, Imaginational, and Intellectual.; gay males scored significantly higher than heterosexual males in Emotional; and there were no significant differences in Psychomotor for any subpopulation. Other statistically significant results as well as unexpected results were described. In addition, included were implications for (1) Dabrowski's Theory of Positive Disintegration and (2) gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study aimed to design two instruments and then use them to reveal the psychology of mathematical giftedness in schoolchildren—their mathematical creativity and attitude towards mathematics. Both quantitative and qualitative methods were used. In the first phase of the study, a mathematical creativity instrument (MCT) and an attitude-scale (AS) towards mathematics were designed. The MCT was composed of nine non-routine mathematical problems aimed to test three factors of mathematical creativity: the ability to discover patterns, the ability to apply symbols and rules, and the ability to express in formalized mathematical language. The MCT was piloted with 209 primary five pupils. The reliability (Alpha) of the MCT was found to be 0.81, and the construct validity of the MCT with the three-factor structure was confirmed by a confirmatory factor analysis with AGFI = 0.99. The AS was composed of twenty-one items aimed to measure five factors of attitude: confidence, perceived value of mathematics, perceived teacher support, interest and commitment, and negative feelings. The AS was piloted with the same 209 pupils. Alpha of the AS was found to be 0.93, and the construct validity with the five-factor structure was confirmed with AGFI = 0.98. In the second phase of the study, the MCT and the AS were used in three groups of primary five pupils: the mathematically gifted group (MG), the average group (AV) and the underachievers' group (U). It was found that MG performed significantly better than both U and AV in all the three factors of mathematical abilities. MG also showed significantly better attitudes than AV in ‘confidence’, ‘value’, ‘interest’ and ‘negative feelings’, and significantly better than U in ‘interest’. In the third phase of the study, five pupils from MG and three pupils from AV were interviewed. Their think-aloud protocols in answering questions from the MCT were studied to reveal their differences in problem solving strategies. It was found that MG tended to spend more time to decode a problem and make suitable analogical transfers. Similarly the five pupils from MG and two pupils from U were interviewed to reveal their differences in attitude towards mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The current instrumental single case study examined teachers’ perceptions of the barriers to identifying gifted African American students for participation in elementary gifted and talented programs. A total of 139 certified teachers voluntarily participated in the study and completed a short 10-item survey, “Why Do We Identify So Few Gifted African American Children?” The study included interviews with teachers of the gifted. The interviews focused on gaining further in-depth knowledge on the use of district-wide screenings as a part of a gifted education identification process. The results of the current study indicated that despite the implementation of a district-wide screening process, African American students remained underrepresented in the studied district’s gifted and talented programs. Survey and interview data supported the findings of the study. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Educators lack an efficient means to predict academic success at the high school level. Analysis of assessment scores may provide prediction patterns to help districts raise the percentage of students who persist to graduation, provide support for students who exhibit characteristics of academic risk or giftedness, and move populations closer to meeting Adequate Yearly Progress. To consider assessment data as potential indicators of academic transition success from middle to high school, this study examined the correlation between middle school Missouri Assessment Program (MAP) scores and high school Grade Point Average (GPA). MAP Communication Arts and Mathematics were independent variables. The dependent variable was cumulative freshman-year GPA. Stepwise multiple regression analysis determined a positive correlation between each independent variable and freshman-year GPA. Calculation of the Pearson Coefficient determined that MAP Mathematics demonstrated the strongest relationship. A logistic regression analysis was used to investigate the value of MAP Communication Arts and Mathematics scores as predictors of the range of GPA likely to be achieved. Using conditional probabilities, a prediction model was constructed and applied to analyze characteristics of data across a two-year time span. Preliminary identification of student MAP achievement in the Advanced and Proficient categories allowed a comparison to the subsequent GPA range. Ranges were defined by dividing the traditional 4.0 GPA into five categories. Scores in the Advanced and Proficient ranges from each MAP category yielded an excellent accuracy rate for predicting a GPA of 2.5 & above, and a strong accuracy rate for predicting a GPA of 3.0 & above. The Mathematics and Communication Arts categories demonstrated an excellent prediction success rate for the GPA category of 3.5 & above. Results indicate that educators may benefit from adding middle school MAP Mathematics scores to the portfolio when evaluating strengths and weaknesses relative to academic transition to high school. Before deciding upon the usefulness of this tool, a district would benefit from a similar examination of its own data. Factors not considered in this study, such as choice of school improvement model (Professional Learning Community vs. Accelerated Schools) and type of scheduling (block vs. traditional), may yield differing results district-to-district. (PsycInfo Database Record (c) 2022 APA, all rights reserved)