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One of the most talked about and discussed topics in our current time is climate change. Therefore, it is important to draw attention to this issue in educational environments. The purpose of this study is to examine the relationship between scientific epistemological beliefs and climate change awareness of gifted students and whether these variables differ according to gender. The study was conducted using a relational screening model. The Scientific Epistemological Belief Scale and the Global Warming/Climate Change Awareness Scale were used as data collection tools. The sample of the study consists of 106 gifted students at the secondary school level in a city in the western region of Turkey. The research findings showed that there was a relationship between the epistemological beliefs of gifted students and their awareness levels of the causes and effects of climate change, their awareness of personal initiatives, and their tendency to change behaviour. In addition, the awareness level of personal initiatives to prevent climate change and the scientific epistemological belief levels differed significantly in favor of gifted female students.

The labeling gifted pupils is related to the unsparing treatment of the label “gifted” which creates inappropriate teachers’ emotions and attitudes towards giftedness. Labeling should be given through “direct acts”, which include specific pro-labelled actions and speech toward gifted and can be easily identified and eliminated. However, also the “indirect acts” exist, which are hidden in educational procedures. The study aimed to identify the pro-labeling pedagogical situations and describe the direct and indirect acts of labeling. The qualitative research was conducted in elementary schools in the Czech Republic, with class observations and teacher interviews as data sources. Nine pro-labeling pedagogical situations were identified which were typical with signs such as overemphasizing the differences between gifted pupils, unavailability of activities for other pupils, accentuated selection, and rigidity. The direct acts of labelling included naming gifted pupils by specific names, explicitly expressed instructions for gifted pupils, and presenting increased expectations for their performance. Acts of indirect labeling occurred in situations where the primary purpose was to engage gifted pupil, assemble a group of pupils with a strong performer, quickly activate pupils in competitions, develop the pro-social skills of the gifted, help weaker pupils, assign extra tasks according to recommendations and assess specific tasks for the gifted. The study highlights the existence of indirect acts of labelling next to the direct acts. Limiting the theory of labeling only to direct acts can lead to legitimization and frequent use of inappropriate pro-labeling pedagogical situations against gifted pupils.

This paper explores educational strategies for gifted students, comparing Denmark's approach with that of the United States, particularly Iowa. Recognizing the significant potential of gifted students, the study emphasizes the need for tailored educational policies and practices to nurture their abilities effectively. The research contributes to the international discourse on gifted education, seeking to identify and disseminate best practices. Through a systematic review of relevant literature, analysis of existing curricula and legislation, and application of these techniques to key areas such as curriculum adaptation, identification procedures, resource allocation, and the fostering of stimulating learning environments, the study provides a comprehensive analysis. Iowa's approach, distinguished by its comprehensive support systems, serves as an exemplary model, while Denmark's methods are portrayed as being in a developmental stage. The study's findings underscore the critical importance of well-defined frameworks and effective practices in gifted education. Furthermore, the research suggests potential applications of the identified strategies to other regions aiming to enhance their educational systems for gifted students.

INTRODUCTION: Early screening for mathematically gifted students (MGSs) in Jordan and other Arab countries is limited, posing challenges in identifying and providing appropriate educational services. This study evaluates the validity and reliability of the Arabiya Calculation Test and Math Curriculum-Based Measurement (M-CBM) as tools for effectively screening and supporting MGSs in inclusive education settings. These tools were developed based on the Jordanian curriculum and international assessment tools and require further validation for use in other Arabic-speaking countries. METHODS: A quantitative research design was employed, using the Arabiya Calculation Test and M-CBM to assess 78 MGSs in grades 3, 4, and 5 across three schools in Jordan. The tools' reliability and validity were evaluated, with findings specifically limited to these grades. Performance differences among students and correlations between the two measures were analyzed. RESULTS: The findings demonstrated that both the Arabiya Calculation Test and M-CBM are valid and reliable tools for identifying MGSs. These tools effectively differentiated performance across grades 3, 4, and 5. In addition, the significant correlation between these two measures supported their validity in identifying gifted students. DISCUSSION: The results have important implications for educational practice and policy in Jordan and similar Arab countries. Accurate identification of gifted students may facilitate tailored instruction and enrichment programs, improving the experience of inclusive education. These assessment tools offer the potential to identify gifted students early and meet their needs within an inclusive school environment.

The purpose of this study was to explore resilience and vulnerabilities of gifted students in the face of bullying. For this purpose, qualitative methodology was preferred. The data of the study were gathered via semi-structured interviews with 13 gifted students (10 females and 3 males). The gifted students were interviewed separately, and the transcribed data were analyzed by using thematic analysis method. The codes and themes that emerged from the data were shaped regarding the research questions and related literature. The results discovered from the data explained four main themes: bullying experience, support system, gifted identity, and coping strategies. The findings of the study revealed that gifted students were mainly victimized in the form of verbal bullying and exclusion. Bullying victimization has serious behavioral, emotional, and psychological consequences for gifted students. Moreover, jealousy, academic achievement, teachers' attitudes, and competitive environments are the main reasons gifted students were victimized. Victimization that gifted students experienced generally took place in heterogeneous classroom environments. Results indicated that peers, parents, and teachers of gifted students were also important sources of resilience. The study underlined that there is limited knowledge and awareness regarding the problem of bullying among gifted students. The findings were discussed and interpreted in light of the data gathered and the related literature. Implications for further research and psychological counseling practices were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

O estudo teve o objetivo de identificar estudos empíricos sobre o ensino de matemática para estudantes com dupla excepcionalidade em Transtorno do Espectro Autista (TEA) e Altas Habilidades/ Superdotação (AH/SD). Trata-se de uma revisão sistemática de literatura baseada em trabalhos empíricos internacionais, publicados de 2003 a 2023, de acordo com o protocolo do PRISMA, em bases de dados de livre acesso. As bases acessadas via Portal de Periódicos da CAPES foram: SciELO (Scientific Electronic Library Online), DOAJ (Directory of Open Access Journals), SAGE Journals Online, BioMed Central Journals, Web of Science, ScienceDirect (Elsevier), ERIC (Education Resources Information Center), Free E-Journals, J-STAGE Free, PubMed Central, Springer Nature Complete Journals, Taylor & Francis Journals Complete, Wiley Online Library e PsycINFO. Os descritores representativos da temática de investigação foram: “autism” AND “giftedness” AND “mathematics” (“autismo” E “superdotação” E “matemática”), “autism” AND “gifted” AND “mathematics” (“autismo” E “superdotado” E “matemática”), “asperger” AND “mathematics” (“asperger” E “matemática”). Como critério de seleção dos artigos, considerou-se a disponibilidade, na íntegra, nas bases de dados, revisado por pares. além de serem estudos empíricos. Nessa busca, foram encontrados 871 artigos. Após a leitura de títulos e resumos, constatou-se a existência de 15 estudos que atendiam os pré-requisitos, os quais foram selecionados para leitura na íntegra. Após a leitura, chegou ao banco de dados final, que foram três artigos. Como resultados, percebeu-se que a dupla excepcionalidade não garante que a área de melhor desempenho seja necessariamente a matemática e que algumas práticas instrucionais podem ser consideradas barreiras para o aprendizado, de acordo com o relato de alunos entrevistados. Ainda que o déficit na compreensão verbal, característica do TEA, pode atrapalhar o desempenho matemático, uma vez que leitura e compreensão de texto são habilidades necessárias.

Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. "Groundtruthing" (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Teachers’ perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers’ perceptions of young gifted children (aged 3–6), exploring teachers’ understandings, feelings, practices, and perceived challenges. Qualitative data were collected from seven teachers through semi-structured interviews. Major conclusions included the following: (a) teachers showed a multifaceted understanding of giftedness but exhibited confusion about twice-exceptional students; (b) teachers had mixed feelings about young gifted children and their negative feelings might be associated with unfamiliarity with gifted characteristics; (c) compared to whole-group teaching, “areal games” showed a higher level of differentiated instruction and a more active role that teachers played in challenging gifted children; and (d) lack of professional knowledge, time, and energy were major challenges perceived by early years teachers to serve gifted children. Important implications for practice and policy are addressed.

This research investigates the challenges faced by teachers in identifying and supporting gifted individuals with learning difficulties in schools across the Kingdom of Saudi Arabia. The study aims to explore the perceptions, experiences, and practices of both students and teachers regarding the identification and support of gifted students with learning difficulties. A mixed-methods approach was employed, involving surveys, interviews, and document analysis. The study population comprises 100 students and 50 teachers selected from diverse educational institutions across Saudi Arabia. Purposive sampling methods were utilized to select participants meeting the criteria for giftedness and learning difficulties. Descriptive statistics, correlation analysis, regression analysis, and thematic analysis were conducted to analyze the data. The findings reveal significant challenges related to teacher training, resource availability, and cultural factors impacting the identification and support of gifted individuals with learning difficulties. Recommendations include enhanced professional development for teachers, curriculum adaptations, resource allocation, cultural sensitivity, collaborative partnerships, policy reforms, and further research efforts. These recommendations aim to improve educational practices and policies to better meet the needs of gifted individuals with learning difficulties in Saudi Arabian schools.

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one’s potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments.

At the Center for Gifted Education at William & Mary, content-based curriculum development and dissemination of materials for teaching gifted and high-ability learners has always been central to the mission. For over three decades, curriculum materials have been developed using Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and field-tested in classrooms around the country. With each revision of current materials and during the development of new materials, every effort is made to hold true to the theoretical underpinnings of the ICM. This article offers a glimpse at our ongoing commitment to the core of this well-researched model.

In our experiences as Black caregivers, we are very thoughtful and concerned about the STEM experiences of young Gifted and Talented (GATE) Black and other Students of Color in P-12 and higher education. In both academic settings, Black and Hispanic students are inequitably underrepresented in GATE, college, and Science, Technology, Engineering, and Math (STEM) (Hines et al., 2024a). Why does underrepresentation in such advanced programs exist? There is a myriad of factors, explained herein. In addition to presenting data, we share several barriers, recommendations, and resources. Also important, we highlight a sample of Black boys and girls who are trailblazers in STEM with the goal of explaining how educators can and must foster STEM engagement among all students, GATE Black and minoritized students.

While the exact prevalence of psychopathological misdiagnosis in gifted children is unknown, it is an occurrence within the gifted population (Amend & Beljan, 2009; Batstra et al., 2012; Bishop & Rinn, 2019; Bishop & Rinn, 2020; Coon, 2014; Webb et al., 2016). However, there is a gap in the literature related to psychopathological misdiagnosis specific to gifted males. (Desmet & Pereira, 2021; Ecklund et al., 2014; Eren et al., 2018; Neu & Weinfeld, 2007; OECD, 2015; Preckel et al., 2015; Watts, 2022). This transcendental phenomenological study leveraged Bronfenbrenner's Bioecological Model for Human Development (Bronfenbrenner & Morris, 2006) as a theoretical framework and Greenspoon and Saklofske's (2001) Dual Factor Model of Mental Health as a conceptual framework to help in understanding, analyzing, and interpreting the experience of a psychopathological misdiagnosis in gifted men. The four themes that were revealed during this study were Precipitating Event/Conflict Within the Home at Time of Misdiagnosis, Similar External Behaviors at Time of Misdiagnosis, High Psychopathology at Time of Misdiagnosis, and Positive Disintegration. A smaller sub-theme, I am Autistic, was also identified. For this study, based on the experiences of the five gifted men who participated, the essence of psychopathological misdiagnosis involved perseverance to shift from high psychopathology and disintegration to reflection and introspection, self-actualization, authenticity, and well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved)