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In this dissertation, I sought to understand foster parents' perceptions of giftedness, how foster children's strengths, gifts, and talents affect their experiences and those of their foster parents, and what resources and information foster parents have for supporting their foster children's education and gifts. To understand these beliefs, I analyzed quantitative and qualitative survey data from 53 foster parents throughout the United States and analyzed interviews from 14 of those foster parents. Most foster parents surveyed perceived their foster children as a little or very different academically and in other ways than their peers not in foster care, and perceived they had different educational experiences than their peers, largely attributed to their lived experiences prior to entering and during foster care. Most participants felt their foster children's abilities, strengths, and talents affected foster parents a little or very much. Interviewed and surveyed foster parents defined giftedness as including the following attributes: academic achievement, natural ability or innate talent, intelligence, domain-specific capabilities, performance or skills above average for their age or above their peers, unique approaches to learning, and motivation for learning. Interviewees also addressed non-academic forms of giftedness, socioemotional characteristics of children with gifts and talents, and noted that these students may have some difficulties in school. Foster parents explained the adaptations they have made to their parenting because of their foster children's strengths, talents, and abilities, and highlighted the unique life experiences of foster children, which were not only hinderances but also could help them succeed academically and in life. Participants also expressed why they think foster children are not identified for gifted education programming. Foster parents had many needs related to their foster children's education and strengths, talents, and abilities. They made recommendations to those who train new foster parents and provide ongoing training to current foster parents; to schools and teachers of foster children; and to new foster parents about how to best meet the needs of foster children and encourage their gifts and talents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

By the time the UAE pursues a first-rate education system that offers equal opportunities to all students, the Ministry of Education does not recognise twice-exceptional learners as a separate category of students who requires special education. Due to the complexity of their educational needs, they require identification and support that matches their coexistent disability and giftedness. Thus, this research is a transformative study aiming to reveal policymakers and educators' awareness and perceptions about twice-exceptionality. Moreover, this study seeks to determine how these students are identified and supported in schools in private schools in Dubai. As a result, strategies to enhance their education are discussed. Underpinned by social justice philosophy, a transformative concurrent mixed methodology is used to investigate the awareness and perceptions of educators and policymakers, and current practices provided to twice-exceptional learners at the level of identification and support, in Dubai. Derived from the theoretical framework, this study is transdisciplinary as reflected in its findings and recommendation. For this purpose, surveys for educators, as well as semi-structured interviews with inclusion specialists, policymakers, and twice-exceptional students are conducted. Additionally, non-participant observation and a sample of work are analysed. This triangulation aims to boost the validity, and trustworthiness of this dissertation. Aiming to suggest strategies to support twice-exceptional learners, in the emirate of Dubai, semi-structured interviews with international experts in twice-exceptionality research are led. Findings showed that schools support twice exceptional students proactively. Furthermore, educators and policymakers need further awareness. Accordingly, recommendations are suggested. Finally, it is hoped that such recommendations support policymakers and educators for better provisions for twice exceptional learners in Dubai, the UAE, and perhaps in the region. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

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

In 1972, visual arts giftedness was recognized as an aspect of giftedness that needed to be nurtured and developed (Marland, 1972). However, students with gifts and talents in visual arts continued to be overlooked in the field of gifted education. Addressing these gaps in the field of gifted art education, I conducted a mixed methods study to examine the issues. The quantitative part of the study consisted of developing a survey instrument, Perceptions about Art Giftedness, and conducting an exploratory factor analysis (EFA) to investigate construct validity of the instrument. The initial instrument consisted of 23 items. Due to the focus of the study and the specificity of the survey, it was necessary to be selective in recruiting the participants. The inclusion criteria are: (a) they must be art teachers in an arts school or a public school that serves middle or high school grade levels; and/or (b) they must be teaching visual arts or fine arts. A total of 150 participants completed the survey. For the qualitative part of the study, I contacted the participants who completed the survey and asked if they were willing to be interviewed (n=11). Since this was an exploratory study, I began with the qualitative analysis. Three major themes were developed from the qualitative analysis: (a) attitudes and behaviors aligned with Art, (b) attitudes and behaviors aligned with giftedness, and (c) the participants' use of the selection process and the limitations. These themes highlighted how differently art teachers perceived visual art giftedness from the common understanding about giftedness and the importance of creative behaviors in art giftedness. Additionally, these art teachers also commented on the similarities between visual arts giftedness and conventional understanding of giftedness. They shared examples of characteristics, such as being self-directed and able to work independently that they observed among their gifted art students. From the quantitative analysis, the EFA results indicated a two-factor model with Factor 1 had a Cronbach's Alpha of .89 and Factor 2 has a Cronbach's Alpha of .91, suggesting that they were reliable estimates of the data's internal consistency. After examining the factor loading for the items, four items were eliminated due cross-loading and low communalities. Of the 19 items were retained, 10 items (.467 to .895) loaded onto Factor 1 and nine items (-.451 to -.937) loaded onto Factor 2. After examining the items for each of the factor and based on the results from the qualitative analysis, new descriptors were developed. Factor 1 (dispositions towards creative giftedness) consisted of items focusing the artistic attitudes and behaviors demonstrated by students who were gifted in visual arts. Factor 2 (dispositions towards conventional giftedness) contained items focusing on attitudes and behaviors that were traditionally associated with giftedness. In summation, results from qualitative and quantitative analysis helped to illustrate how participants were looking for characteristics in gifted visual arts students that goes beyond those highlighted by researchers in gifted education. The participants were not only focused on creative behaviors when identifying gifted art students, but they were also looking for conventional gifted characteristics; such as self-directedness, independence, and task commitment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semi-structured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students' ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers' role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this issue becomes clear. Students of high ability, regardless of race, must be given opportunities to realize their potential, ultimately benefiting the individual and society at large. The purpose of my study was to ascertain elementary school teachers' perceptions of giftedness toward African American students and to determine the impact that professional development on underachievement, implicit bias, deficit mindset and recognizing giftedness in diverse populations has on teachers' perceptions. Using an online questionnaire and activities designed to capture teacher's perceptions of giftedness, qualitative data were collected before and after teachers participated in a series of professional development sessions. The data collected were analyzed using codes and themes. Grounded in Critical Race Theory, my action research study provided an opportunity for teachers to explore factors that contribute to inequitable trends in gifted education and provided an opportunity for teachers to reflect on their roles in perpetuating or minimizing this historical concern. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Years of teaching experience have long been taken as an important indicator of teacher and school quality in primary and secondary schools. However, research on the effects of teacher years of experience on student outcomes has shown mixed results. To investigate the source of variation causing these mixed results, this study examined a broad range of student and classroom compositions that might affect the relationship between teacher years of experience and student outcomes, including standardized test scores in English Language Arts and Mathematics, Social-Emotional Test scores, and the count and severity of student disciplinary incidents. Using multilevel regression, this study analyzed longitudinal data obtained from the largest school district in the state of Arizona, Mesa Unified School District, which is classified as a mid-high poverty district. Despite the large sample size, a very weak and non-significant relationship was found for teacher years of experience on any student outcome. In contrast, student and family demographic backgrounds were significantly related to student outcomes. English and Math scores were significantly associated with student giftedness, home languages, and English learning status. Social-emotional test scores were significantly related to race/ethnicity, home languages, and special education status. Both discipline counts and severity were statistically associated with race/ethnicity, and gender, while special education status was significantly related only to discipline severity. In addition, classroom composition variables based on student and family demographics, and students' prior year scores on the outcome were significantly related to student outcomes. These results suggest that student characteristics, contextual classroom composition variables arising from student backgrounds are more important in predicting student outcomes than teacher years of experience, at least in a mid-high poverty school district. Therefore, student placements might be a key to addressing educational inequity for high-need students in mid-high poverty schools, consistent with prior studies in high-poverty schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Understanding identity development among individuals with gifts and talents (IWGT) can empower its stakeholders to support their journey towards well-being and life success. In an era where educational institutions are struggling to prioritize students' social-emotional skills, it is imperative to prioritize the psychosocial development and identity achievement of IWGT. With the help of structural equation modeling, the present study aimed to assess how intrapersonal aspects (indicated by hope, purpose, curiosity, and exploration); interpersonal factors (indicated by school environment and family environment); and their interaction influence the identity development of IWGT. Convenience sampling was used to recruit 238 participants in the undergraduate program (18-25 years) at a university known for its high selectivity in admissions, which was used as an indication for giftedness. Among the total number of participants, 70% identified themselves as female, 62% were first-year students, and 67% identified themselves as White. The study found a strong positive relationship between intrapersonal factors and identity development within the hypothesized model. However, there was no significant relationship between interpersonal factors and identity development. This suggests that IWGT may rely more on intrapersonal resources for identity development, emphasizing the significance of understanding their internal dynamics in identity development during emerging adulthood. However, further research across diverse contexts is needed to explore the influence of family and school environments to understand the ideology and relationship domains. The findings suggest that interventions aimed at fostering the intrapersonal aspects (hope, purpose, curiosity, and exploration) may have a positive impact on identity development among IWGT. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

12 teachers, representing five schools in a district, shared via individual interviews their insights regarding giftedness and the needs of gifted students. These interviews explored the characteristics of giftedness and gifted education, the needs participants identified through their experiences with their students, the choices participants made regarding these needs, and the various ways participants reflected on these choices. This study used reflexive thematic analysis and transformative learning theory to make sense of the data, and a reparative approach shaped the study's approach to the collection and analysis of the data. This study found that participants tended to think in terms of students-as-individuals, using their relationships with students to identify and meet their unique needs. Knowledge of students' lives and varying constructions of giftedness informed participants' choices regarding services provided in gifted serving classrooms. Participants reflected on their choices; however, reflection was sometimes limited by few opportunities to discuss with and learn from other peers in gifted education. This study identifies implications for gifted education, teachers in gifted education, school and district leadership, and researchers. Teachers with school and district leadership would benefit by exploring ways to encourage and support peer feedback and discussions that provide opportunities to share their experiences and learn from each other. Researchers would expand the understanding of gifted education by including the voices of more stakeholders, including teachers, and better understanding the ways teachers make choices in relation to students' needs. Also, this dissertation calls for a reparative approach to research, one that focuses on potential rather than deficits. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study addressed the problem of the under recognition of culturally, linguistically, and economically diverse (CLED) elementary school student populations in gifted and talented (GT) programs in the United States. The purpose of this basic qualitative study was to identify to what administrators in exemplar schools in the United States attribute the equitable recognition of CLED students in their GT programs. Critical race theory (CRT) informed this study and was supported by an appreciative inquiry approach. The research questions explored equitable recognition and best practices described to encourage equitable recognition of CLED students in GT programs. Elementary school administrators who served in schools with equitable recognition of CLED elementary student populations in GT education programs were targeted for participation. Data were collected via semi-structured interviews with seven participants who met the criteria of (a) being elementary school administrator leaders (principals, assistant principals, teacher leaders), (b) managing and supporting GT programs, and (c) having 3 or more years of experience in their role. Data analysis involved the use of a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) equity-focused leadership dispositions; (b) equitable GT best practices, awareness, and responsiveness to the needs of CLED students; and (c) equity and GT-focused professional development. The findings of this study may contribute to positive social change by informing education stakeholders of practices and leadership dispositions to cultivate and recognize giftedness in CLED students, potentially diversifying GT education programs to equitable levels. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this quantitative comparative study using ex post facto data was to determine if or to what extent there is a statistically significant difference in total behavioral risk (as measured by mySAEBRS) between male and female middle school students who participate in subject-based acceleration and between those who do and do not participate in subject-based acceleration in a large school district in the Southwestern United States. The sample size was (n = 240). The theoretical foundations for the study were the Differentiated Model of Giftedness and Talent and Social Learning Theory. The mySAEBRS metric was used to measure total behavioral risk. Three research questions guided the study and were tested with a series of three different independent samples t-tests. The first question asked if there was a statistically significant difference between male accelerated and male non-accelerated students. An independent samples t-test, M = +6.206, 95% CI [3.559, 8.854], t(124) = 4.640, p<.001, d = .827, indicated a statistically significant difference. The second research question asked if there was a statistically significant difference between female accelerated and non-accelerated students. An independent samples t-test, M+8.146, 95% CI [5.614, 10.678], t(112) 6.374, p<.001, d=1.201, indicated another statistically significant difference. The final question asked if there was a statistically significant difference between male and female accelerated students. An independent samples t-test, M +1.029, 95% CI [-1.499, 3.557], t(112) = 806, p = .422, d = 152 determined no statistical significance. These findings contributed to the body of literature on the social and emotional effects of subject-based acceleration. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Twice-exceptional, or 2e, learners present with both giftedness behaviors and one or more learning challenges that impact the expression of those behaviors (Baum et al., 2017). Often, these learners are misdiagnosed or missed in diagnoses completely leading to negative educational experiences, chronic anxiety, and overwhelming frustration as the learner perceives the discrepancy between their strengths and learning challenges (Hébert, 2020; NAGC, n.d.). Ultimately, these students suffer from a lack of engagement in learning, school refusals, and high dropout rates (Maddocks, 2018; Renzulli & Gelbar, 2019; Rubin et al., 2007; Webb et al., 2016; Wentzel et al., 2004). Twice-exceptional learners benefit from a strengths-based, talent-focused approach to education as it has been shown to improve social, emotional, and cognitive growth (Baum et al., 2014). While some schools can cater to the specific needs of twice-exceptional students by using these approaches, the availability of such schools is limited, and most traditional schools find it challenging to meet the unique 2e learner needs within the classroom (Baum et al., 2017). Mentoring is a strategy frequently used in gifted curriculums to support the pace, rigor, and topics of interest of gifted students (Siegle et al., 2015). Yet, the literature suggests that mentoring may be an overlooked opportunity for providing a strengths-based, talent-focused educational approach for twice-exceptional learners. This study explored how virtual meeting-based mentorships provide positive strengths-based, talent-focused relationships that expand the geographical reach of support and foster engagement for twice-exceptional students struggling with chronic anxiety. Findings from this study revealed the following themes: mentorships provide individualized attention, mentors use their knowledge of 2e to facilitate engagement, virtual meeting-based mentorships expand access to 2e support, and virtual meeting-based mentorships create intangible benefits. The strengths-focused virtual meeting-based mentorships were shown to be valuable for twice-exceptional students with anxiety as they enhanced engagement and well-being in the mentees. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Attitudes lead to actions. Therefore, teachers' attitudes affect the learning opportunities and experiences of all students in their classroom. The misunderstandings surrounding giftedness affects these attitudes of teachers. This cross-sectional, descriptive, non-experimental study described and explored educators' attitudes towards students perceived as gifted and their education. The General Attitude towards the Gifted, their Needs and their Education (GAGNEx1) questionnaire formed the basis of a survey given to educators in the Cayman Islands. Two research questions and two hypotheses were explored using descriptive and correlational analysis. There were multiple significant relationships identified and explored between demographic variables and attitudes. Open-ended questions allowed educators to express their ideas about the topic of giftedness and their actions towards students perceived as gifted. This study confirmed and contradicted global research about teachers' attitudes towards students perceived as gifted and their education. Additional significant influences on attitudes were revealed through different demographic features such as nationality, leading to potential areas of additional research. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study explored the experiences of Black girls in gifted and advanced programs in Title I Miami-Dade County Public Schools using critical race theory as a theoretical framework to construct counternarratives, explore gifted programs as property of Whites, and address microaggressions committed against five minority girls in advanced programs. I also studied how the intersectionality of race and gender interacted to create a narrative profile of each profile. A bricolage of methodologies, theoretical frameworks, and research designs was used to explore the "wholeness" of these experiences. Black girls who participated were identified as gifted or on an accelerated track in elementary school, in a gifted program or advanced courses in middle school and the early years of high school, and participated in advanced programming in the latter part of high school. Each attended a Title I school in Miami-Dade County Public Schools at some point in their educational career and matriculated within 1-3 years of the study. Semi-structured interviews were conducted using Siedman's three-interview series, as well as single focus group and a focus group follow-up interview with each participant. In vivo, values, and descriptive coding were used for first-round coding and pattern coding for second-round coding. Narrative profiles highlighted the experiences of Black girls in gifted and advanced programs. Five themes and 16 categories formed from the study: being a token Black girl, being "woke," resilience in the face of adversity, advanced programs as a vehicle to success, and the perception of the construct of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Diversity is an enriching reality of our 21st century classrooms. The gifted and talented learner cannot be left behind. Gifted students often show areas of giftedness in language as well as foreign language learning and are present in our general classrooms everyday. Persevering and pursuing their talent and interest with a teacher who can challenge and therefore promote learning may be a key element. Differentiating the curriculum, differentiating instruction as well as assessment are pedagogical 'musts' if we aim to embrace the diversity of our most able students in this era of great accountability. There has to be, as suggested by experts a match between 'who', 'what' and 'how' we teach to result in student engagement. This 'who' is not the gifted group as a block but each individual high ability learner who brings with him an array of different characteristics, strengths and weaknesses. This array of characteristics requires an array of measures; acceleration and enrichment on their own might not be enough. It is of great importance that the Portuguese educational system embrace more delineated strategies of differentiation in order to cater for the needs of the heterogeneous population of gifted and talented learners present in our classrooms. This study, comprising of both a quantitative and qualitative design, gathered data from 110 public and private school teachers (of English) regarding their attitudes and perceptions of the gifted and gifted education as well as of self-reported strategies being implemented in class. Further information was collected from classroom observations as well as semi-structured interviews. Findings suggest that secondary teachers of English harbour very positive attitudes towards gifted learners in what concerns understanding their educational needs and also indicate that teachers' ideologies do not intervene with the provision for the gifted. However, secondary teachers of English in Portugal seem to harbour ambivalence regarding the perception of the isolation of gifted individuals as well as towards ability grouping despite the existing empirical research evidence. It was also found that based on the sample of teachers of English as a Foreign Language that iii participated in this study, little or no differentiation that caters for the gifted is taking place in Portuguese classrooms. To help lessen the achievement gap in what could be and what is and to rectify the inattention so far towards this subpopulation of learners, an overview of differentiation strategies that can be used in an English as a Foreign Language setting is suggested, alluding additionally to the idea that some practices are effective with all learners and are synonymous to driving up standards for all. Furthermore, the improvement in the understanding of the concept of giftedness, working with teacher beliefs and attitudes and embracing differentiation are recommended practices during teacher training courses. Professional development and further research concerning subject-specific strategies and more supportive school leadership as well as more inclusive laws are also highlighted as some of the current challenges and ways forward in embracing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Deciding where to enroll their children in educational settings presents African American mothers of gifted children with on-going and multifaceted decisions to navigate. This qualitative study explored the narratives and experiences of African American mothers navigating the educational journeys of their intellectually gifted children. Drawing from personal reflections and existing literature, the research situates itself within the historical context of gifted education in American schools and the disproportionate impact on the African American community. Despite extensive research on disproportionality in gifted education, there remains a gap in the literature focusing on the lived experiences of African American individuals, particularly mothers, regarding the education of gifted children. Through the lenses of Person-Environment Fit Theory and Endarkened Feminist Epistemology, this dissertation aims to fill this gap by exploring the multifaceted challenges, opportunities, and perspectives encountered by African American mothers in advocating for and supporting their gifted children. Using SistaCircle Methodology, the study highlights themes such as the complexities of the 'gifted' label, intersectionality of race, gender, and giftedness, the intricate decision-making processes, mental health challenges, sacrifices, and feelings of isolation experienced by these mothers. The findings emphasize the importance of aligning individual needs with environmental supports to promote optimal development and well-being in gifted children within diverse cultural and societal contexts. This research contributes to a deeper understanding of the unique circumstances of African American mothers raising gifted children and calls for greater recognition and support within educational systems and broader society. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Twice exceptional (2e) students show unique characteristics of any disability and giftedness which may include students who have learning disabilities, autism spectrum disorder, and attention deficit hyperactivity disorder as mandated by Child Find (Baldwin et al., 2015; Berninger & Abbot, 2013; Cain et al., 2019; Leroux & Levitt-Perlman, 2000; Wrightslaw, 2018, par. 1) Evaluation procedures should look similar to gifted and special education assessments to create a cumulative profile of the student (Morrison & Rizza, 2007; Rizza & Morrison, 2007). The closest prevalence estimation of identified 2e students is about 6% (National Education Association, 2006). This 6 participant qualitative study was coded using the lens of Bandura's self-efficacy (1977). Results showed that current practices varied depending on the district's resources. Although they felt prepared, most participants reported that they had no training in identifying 2e students. Those who were not confident in their ability reported they wanted a clearer role and more training. From this, state and federal policies should look at defining a clearer role for school psychologists in the evaluation process through a more formalized plan and adding a check box on the ETR form. School districts and administration should also create a policy that clarifies roles and expectations for all parties involved in the evaluation process. They should also make sure that there are no scheduling conflicts for services provided to 2e students. Finally, more professional development should be done either by graduate programs or continuing education programs to increase the identification knowledge of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

High school students' chemistry self-efficacy (CSE) and scientific identity (SI) are not well understood in the high school chemistry classroom. The purpose of this research was to quantitatively investigate the interaction between gender and giftedness on students' CSE and SI in a suburban high school chemistry classroom, with and without consideration of laboratory modalities as an intervention. The participants were high school students in a suburban chemistry classroom in a Southeastern state. Data was collected through pre- and post-test surveys with Likert style questions. Data was evaluated using quantitative analysis. The results revealed that neither laboratory modalities, nor gender or giftedness, significantly impacted students' CSE and SI. Implications suggest that district stakeholders and teachers have a duty to help students grow and understand students' CSE and SI. Students can strengthen their CSE and SI by having mastery and vicarious experiences as well as opportunities for discussion and verbal persuasion in the chemistry classroom. Future research could explore enlarging the sample size through expansion to more high schools within the same district, changing the methodology to a mixed methods study, or increasing the length of time for the study to see how students perform over the whole course compared to a small segment of it. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This dissertation describes a qualitative research study that grows our understanding of the career development experiences, supports, and barriers of social entrepreneurs who are gifted adults (SEGA) so that we may nurture the career development of future SEGA. Research questions for this study probed the career development experiences, supports, and barriers of SEGA and the shared social value they create. The conceptual frameworks for this study are the ecological model for human development (Bronfenbrenner, 1979); the theory of positive disintegration (Dąbrowski, 1964/2016); social cognitive career theory (SCCT; Lent et al., 1994); the perceived instructional arc (Uhrmacher et al., 2017); and my curricular career spiral of social entrepreneurs. The methodological frameworks for this study are a collective case study of the quintain of SEGA (Creswell & Poth, 2018; Stake, 2006) and my collaborative connoisseurship and critique (CC&C), which incorporates methodologies from educational connoisseurship and criticism (C&C; Eisner, 2017; Uhrmacher et al., 2017). A systematic review of qualitative literature explores themes of social entrepreneur education in the United States. A recruitment survey consisting of the Ksiazak Adult Giftedness Scale (KAGS; Ksiazak, 2010) and the Social Entrepreneurship Orientation Scale (SEOS; Dwivedi & Weerawardena, 2018) supported intensive purposeful sampling of five participants. Each SEGA participated in interviews, artifact collection, an observation, and a focus group that fostered CC&C. Collective case study descriptions are reported and incorporate opening and closing vignettes (Creswell & Poth, 2018; Uhrmacher et al., 2017). Key findings included that learning about gifted neurodivergence positively develops self-awareness; self-awareness and curiosity impact self-education, which influences self-efficacy; frustration with work experiences spurs positive disintegration of career paths; intellectual knowledge and creativity help SEGA innovate a career for social good; a strong value system and career supports help SEGA develop a career ideal; business acumen or partnerships are necessary to build a sustainable enterprise; a collaborative network provides inspiration, encouragement, and guidance; investments by others help form, grow, and sustain social enterprises; and feedback helps social entrepreneurs understand their impact and refine their work. This study illuminates a gap in the literature by creating an academic understanding of the educational and career development experiences of gifted adults who are social entrepreneurs in the United States, how they achieve secondary integration (Dąbrowski, 1964/2016) of a career ideal, and the shared social value they create. This study informs gifted people, education, business, and psychology through CC&C of collective cases to nurture the career development of both social entrepreneurs and the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This research used a mixed methodology to explore elementary teachers' perceptions concerning giftedness and non-English-speaking students. The researcher surveyed Kindergarten through Grade 3 teachers on their perceptions and instructional practices about giftedness in elementary students. Participants were derived from mid- to large-size school districts with diverse populations. Descriptive data were gathered through collecting survey data from Likert-scaled questions. Data were gathered to determine teacher efficacy, which includes student engagement, instructional practices, and classroom management. In addition, interviews of teachers in Kindergarten through Grade 3 were conducted to evaluate how teacher belief systems impact the identification of potentially gifted students and their personal views and behaviors of instructional practices, especially concerning giftedness. The under-representation of students from diverse cultural backgrounds is well documented in the literature. This study aimed to analyze the data to determine the presence of a cause-and-effect connection between teacher efficacy and their beliefs regarding nurturing giftedness in students across diverse cultural backgrounds. The State of New Jersey recently readopted Chapter 15, Bilingual Education with amendments to key definitions within the current statute (N.J. Department of Education, Division of Supplemental Education Programs, November 2022). According to N.J.A.C. 6A:15, the term English Language Learner (ELL) has been replaced by Multilingual Learner (ML). According to the New Jersey Department of Education, a multilingual learner is defined as a student whose primary language is not English and who is developing proficiency in multiple languages (N.J.A.C. 15-1.2, 2022). This adoption and other amendments to the existing statute became effective for the School Year 2023–2024. This research study was conducted before the adoption of the term multilingual learner, as described by N.J.A.C. 15-1.2. Therefore, any notation of English Language Learner or English Learner as cited in this research study refers to a multilingual learner. (PsycInfo Database Record (c) 2024 APA, all rights reserved)