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Central office coordinators of advanced academics and gifted education programs—otherwise known as district gifted education coordinators (DGECs)—play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for educational leaders tend to focus on the skills needed for the principalship or superintendency, overlooking the needs of those who play vital roles in middle-management in school systems across the United States, such as DGECs. In this article, we propose a model for training DGECs that considers the distinct responsibilities required for the position of DGEC and a grounding in strong equity, so that DGECs can be better leveraged as change agents for equity in their districts.

This column is devoted to the top ten issues that parents face in educating their gifted children in school settings. VanTassel-Baska describes how parents in partnering with others can collaborate with their child’s teacher, the school, and administrators. The author encourages parents to advocate for advanced curriculum, a variety of high school options, advanced instruction and courses, and counseling services. Parents must educate themselves about assessment and the use of off-level tests and products and portfolios to determine student progress. Parents must also advocate for professional learning for teachers of gifted students. In closing, the author encourages parents to supplement learning obtained in school with community resources.

School mathematics mainly embraces algorithmic problem solving, pays less attention to strategic reasoning, and rarely contains insightful problem solving. Based on our previous research, we hypothesize that success in solving insight problems correlates strongly with general giftedness, while mathematical expertise is essential for strategy-based problem solving. Furthermore, we employ a phenomenon of greater ERP amplitudes in PO4/8 electrodes associated with insightful problem solving. In this study, 114 high school students (aged 16-18) with varying degrees of general giftedness and mathematical expertise were asked to solve mathematical problem of three distinct type: (1) function problems, whose solutions are memory-based; (2) area problems that necessitate strategic thinking; and (3) insight problems, that necessitate insight for their resolution. The problem solving process was accompanied by ERP recording. We demonstrate that variations in accuracy of solutions and reaction time for correct responses between tasks are influenced by students' general giftedness and mathematical expertise. Our ERP analyses partly supported our hypotheses regarding the relationship between PO electrode activation, insight-based problem solving processes, and participants' levels of giftedness and mathematical expertise.

This article explores the theoretical foundations and practical implications of giftedness, with a focus on how gifted potential is identified and nurtured in Türkiye. Giftedness, defined as exceptional ability in domains such as academics, arts, leadership, and creative problem-solving, is examined through historical perspectives and contemporary models, including Renzulli’s Three-Ring Model, Gardner’s Theory of Multiple Intelligences, and Subotnik’s Talent Development Model. The study highlights the cognitive, emotional, and social characteristics of gifted individuals, supported by neuroscience insights into brain structures enhancing cognitive flexibility. In Türkiye, the education of gifted students primarily occurs through “cience and Art Center (SAC), which emphasize intellectual and artistic development, while institutions like science high schools focus on academic achievement rather than a comprehensive giftedness framework. The article also investigates the orientation of gifted students and their families toward talent domains, revealing a societal preference for lucrative fields like medicine over arts or sports due to economic and cultural factors. Challenges such as economic concerns, and family pressures further complicate career decisions. The findings underscore the need for a multidimensional approach to support gifted individuals’ diverse potentials in Türkiye’s educational landscape

This paper analyzes various attempts at integrated education, with the main focus on the period from 1918 to 1931 in the Soviet Union. At this time the full force of a totalitarian state was employed in the attempt to teach in a precisely “integrated” manner, with the use of so-called “complexes,” which were regarded as having a direct connection to real life. Mathematics educators put forward many objections against this approach, but their criticisms remained unheard by the reigning powers until there arose a need for the effective implementation of the project of industrialization. At that point, complexification (integration) was declared to be a left-leaning unrealistic fantasy. This paper also touches on the question of how the most gifted schoolchildren were educated under such conditions. In the author’s view, a historical approach makes it possible to see certain phenomena and problems that are relevant to contemporary debates.

This scoping review reflects on the extant research on parents of the gifted following the last critique of the literature offered by Jolly and Matthews in 2012. The method for the search followed the PRISMA-Scr protocol utilizing the SPIDER framework. Articles fell into two main themes of parental awareness and parental actions in the inductive content analysis. Using the a priori focus areas from the Jolly and Matthews article on the second-round content analysis, articles aligned with the five focus areas: examining attitudes and expectations of nontraditional families, studying the full range of satisfaction with school programming, investigating alignment of parental understanding of terms with researchers, determining how parental understandings translate into behaviors, and reviewing relationship dynamics that contribute to underachievement. There was insufficient evidence for a COVID-19 impact on publications. Findings reflect the importance of including international literature and lay the groundwork for a robust mixed-methods synthesis.

This study investigates the effectiveness of a specialized training program designed to enhance the Digital Competence (DC) of teachers of gifted students in Saudi Arabia within the context of Fourth Industrial Revolution (4IR) applications. Using a quasi-experimental design, 48 participants from Jubail were evaluated across pre-test, post-test, and follow-up stages utilizing a comprehensive digital competence questionnaire. Results indicate significant improvements in digital competence following the training, with sustained effectiveness evident in follow-up assessments. The program demonstrated value in equipping teachers with critical skills in areas such as Artificial Intelligence (AI), cybersecurity, big data, virtual reality, and digital content creation. These findings underscore the need to integrate advanced digital training into teacher education frameworks to address the evolving demands of contemporary education.

This study investigated the impact of using ChatGPT 3.5 as a prewriting brainstorming tool on the overall quality of persuasive writing among five gifted seniors majoring in Arabic at the College of Education, Kuwait University. Giftedness, in this study, was not defined by innate advantages such as intelligence quotient (IQ) but was instead viewed from a multidimensional perspective, focusing on academic performance, writing skills, and personal traits that reflect intellectual engagement. Four participants were typically developing gifted students, while one participant was twice exceptional, both gifted and autistic. An integrated single-subject design with multiple probes across multiple baselines was used, with each participant serving as their own control. Repeated measures were used throughout the baseline, intervention, and maintenance phases to monitor intraindividual variability and examine the effectiveness of the intervention. The results indicated a significant increase in mean scores for persuasive essays from baseline to intervention for all participants, with continued improvement during maintenance for all but the twice-exceptional student, whose mean maintenance score remained unchanged from the intervention. While promoting ChatGPT 3.5 as a valuable brainstorming tool for persuasive writing, this study emphasizes its complementary role and recommends that writers engage in brainstorming using multiple resources before writing.

Universal Design for Learning (UDL), a contemporary educational approach, is recognized as a multidimensional and comprehensive framework for learning. Grounded in research across neuroscience, education, and technology, UDL has gained increasing scholarly attention in various countries. The primary objective of this study is to explore the perspectives of teachers working in Science and Art Centers in Ankara, Türkiye, regarding UDL. The study employs a phenomenological research design, a qualitative methodology, to capture participants' experiences and insights. Participants were selected using a combination of purposive sampling methods, specifically criterion sampling and snowball sampling. The study sample comprised teachers holding master’s and doctoral degrees. Semi-structured interviews were conducted with 21 postgraduate-educated teachers who voluntarily participated in the research. Qualitative data were analyzed using content analysis techniques to identify emerging themes. Findings indicate that teachers associate the contributions of the UDL approach to teaching and learning processes with the concepts of "flexibility and diversity," "equity and accessibility," and "motivation." Furthermore, teachers recommended the UDL approach to their colleagues as a means to enhance student achievement. Additionally, they expressed consensus on the potential benefits of UDL for the education of gifted students.  Article visualizations:

Background: The discourse over the relative importance of emotional intelligence (EQ) and cognitive intelligence (IQ) in predicting life success has been a contentious debate over the past few decades.Objectives: This study examines the interplay between IQ and EQ among gifted Filipino medical students in the University of the Philippines' Integrated Liberal Arts and Medicine (INTARMED) program, who are faced with the dual pressures of being intellectually gifted and coping with the demands of medical education at a young age.Methodology: Using a sequential explanatory mixed-methods design, 76 participants were administered with standardized tests to measure their EQ and IQ levels. This was followed by in-depth interviews to explore their self-perceptions of intellectual giftedness and emotional competence.Results: Results show that participants have high intellectual ability but with an average level of emotional intelligence, suggesting that while these students excel academically, their emotional competencies might not be as developed. Notably, a weak but significant correlation between IQ and EQ scores was identified, indicating that higher cognitive abilities may be associated with slightly elevated emotional skills. Qualitative findings highlighted the internal conflict between self-perception and societal stereotypes of giftedness, alongside challenges in social interaction and low stress tolerance amidst high adaptability.Conclusion: Findings of this study emphasize the crucial role of emotional intelligence in coping with stress and social expectations, particularly in high-pressure academic environments like medical school. This study contributes to the ongoing discourse on IQ vs. EQ debate by providing empirical evidence on the complex relationship between cognitive and emotional intelligence. It underscores the need for a more nuanced understanding of success, beyond traditional academic achievements, advocating for the integration of emotional competence training within the medical curriculum to better prepare students for the challenges ahead in their medical profession.

This study aimed to investigate the impact of educational activities based on parental involvement in enhancing flow (a state of deep engagement) and adaptive intelligence in gifted children with ADHD, addressing family concerns related to climate change.The sample consisted of 12 children (male and female) identified as gifted (Stanford-Binet IQ Test, with a mean IQ of 134.12 (SD = 2.38). Their ADHD severity was measured using the Conners’ Test, yielding a mean score of 63.67 (SD = 1.50) for the experimental group.A quasi-experimental single-group design was employed. Family concerns related to climate change were identified and categorized into 11 themes within the domain of home economics. Parental involvement-based activities were designed around these themes, adaptive Intelligence Test: Assessed creative, analytical, practical, and wisdom-based skills.Flow Scale: Measured immersion in activity, challenge-skill balance, sense of control, and emotional bonding. The results,statistically significant differences (at p < 0.01) were found between pre- and post-test scores of the experimental group on the Flow Observation Checklist and Adaptive Intelligence Test (overall scores), favoring post-test results. The effect size (η²) was large, indicating substantial practical significance. The study recommends integrating parental involvement-based activities in both public and domestic settings to foster adaptive intelligence and flow states in gifted children across all categories. Emphasis should be placed on home economics domains that align with family life and climate change-related concerns.

هدفت هذه الدراسة التوصل إلى الخصائص السيكومترية لمقاييس بيردو للكشف عن الطلبة الموهوبين في دولة الكويت في الصفوف السادس والسابع والثامن والتاسع، واستخدم في هذه الدراسة المنهج الوصفي التحليلي، تكونت عينة الدراسة من الطلبة الموهوبين والعاديين بواقع (1120) طالبا وطالبة منهم (400) طالباً موهوباً من مدارس الموهوبين في الكويت، و(720) طالباً عادياً من الملتحقين بمدارس التعليم العام، وتم اختيارهم بالطريقة العشوائية الطبقية، تم التحقق من دلالات صدق وثبات المقاييس وأظهرت نتائج التحليل العاملي تشبع فقرات مقاييس بيردو على عامل أساسي واحد هو السائد على كل مقياس من المقاييس، وطريقة صدق البناء حيث أظهرت النتائج أن قيم معامل الارتباط تراوحت ما بين (0.368-0.716) على مقياس الرياضيات، و(0.487-0.761)على مقياس العلوم، و(0.333-0.660)على مقياس اللغة العربية، و(0.370-0.678)على مقياس الدراسات الاجتماعية، وتراوحت ما بين (0.572-0.830) على مقياس اللغة الإنجليزية. كما تم التوصل إلى دلالات صدق المقاييس باستخدام طريقة الصدق التلازمي بدلالة محك خارجي، وأظهرت النتائج وجود علاقة إيجابية دالة إحصائيا بين تقديرات المعلمين للطلبة وبين تحصيل الطلبة في كل من المجالات الخمس، وبين درجات اختبار القدرات المعرفية، كما أظهرت دلالات الصدق التمييزي للمجموعة الطرفية العليا والدنيا أن الفرق بين تقديرات المعلمين على أداء المجموعتين ذو دلالة إحصائيةً عند مستوى دلالة(0.05 = α)، كما أن الفرق بين الطلبة الموهوبين والعاديين ذو دلالة إحصائية عند مستوى دلالة (0.05 = α). كما تم التوصل إلى دلالات ثبات المقياس بإتباع طريقة ثبات الاتساق الداخلي كرونباخ ألفا التي بلغت (0.87،0.88،0.82،0.84،0.93) على التوالي لمقاييس بيردو (الرياضيات، العلوم، اللغة العربية، الدراسات الاجتماعية، اللغة الإنجليزية). وأوصت الدراسة بضرورة اعتماد مقاييس بيردو من قبل وزارة التربية والتعليم الكويتية في عملية الكشف عن الطلبة الموهوبين نظراً لتمتع المقاييس بالخصائص السيكومترية المناسبة. الكلمات المفتاحية: مقاييس بيردو، الطلبة الموهوبين، الخصائص السيكومترية

Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted students, while identifying key facilitators and barriers. 136 primary and secondary school leaders completed a questionnaire, of whom 18 participated in semi-structured interviews. Findings indicated varying levels of perceived involvement, with teachers being most involved, followed by parents, and other school leaders. This pattern was mirrored in interaction frequencies across most queried topics. Despite these varying levels, school leaders expressed similar satisfaction with the involvement of and interactions with all actor groups. A positive relationship was found between involvement and interaction levels and their corresponding satisfaction. Actors’ willingness to contribute to and/or communicate about gifted education was a key facilitator, while a lack of willingness was frequently mentioned as a barrier. This study provides an initial understanding of factors impacting involvement and interactions in gifted education from school leaders’ perspectives, offering a foundation for enhancing collaboration and support.

Abstract The idea that a child is intellectually ‘gifted’ has a social and cultural history. This book analyses that social history at multiple scales, and makes the ‘voices’ of the gifted young themselves central. In daily encounters, those labelled ‘gifted’ sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, ‘gifted’ was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as specific forms of testing. Ideas of the gifted child also reshaped family lives—parents dedicated time to providing special leisure spaces, running them in their own homes and taking their children significant distances to spend time with others. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, ‘gifted’, and lived and created it relationally. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the gifted young were elites of ‘the future’, central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on gifted children between the 1960s and the 1990s were often sky high—yet many gifted young still felt that the community ‘wasted’ their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role.

This research examines the direct and indirect (via competence needs satisfaction) associations of relatedness to mother, father, teacher, friends, and classmates to behavioral and cognitive engagement in science among 305 gifted primary school students (Mage = 8.32; SDage = 1.37) in Hong Kong. Results of path analysis showed that relatedness to teacher and classmates was linked to greater competence needs satisfaction and science engagement dimensions. Competence needs satisfaction was linked to higher science engagement dimensions. Further, both relatedness dimensions had indirect associations with science engagement via competence needs satisfaction. Our research highlights the potential academic rewards of forging meaningful social ties between teachers, gifted learners, and their peers in school contexts.

Background and purpose: Gifted students may face a lot of pressure and psychological stress due to the expectations of others and family. Therefore, the purpose of the present study was to investigate the effectiveness of cognitive behavioral training on competitive anxiety and perceived stress in gifted students of the second secondary school in Isfahan province. Method: The current research is a semi-experimental method of pre-test-post-test type with a control group in terms of practical purpose and in terms of research method. The statistical population of this research included all gifted students of the second secondary school in Isfahan province, who were selected by the purposeful sampling method, 30 people and randomly assigned to two experimental and control groups. 8 cognitive-behavioral training sessions were conducted for the experimental group. To collect data, the competitive anxiety questionnaire of Martens et al. (1990) and the stress questionnaire of Holmes and Rahe (1967) were used. Data analysis was done by multivariate covariance analysis using SPSS-25 software. Findings: The results showed that cognitive behavioral training was effective in reducing post-test scores of competitive anxiety and perceived stress in the experimental group compared to the control group (p<0.01). Conclusion: It can be said that cognitive behavioral therapy is one of the effective treatments in reducing competitive anxiety and perceived stress in students. Therefore, mental health specialists and education officials are advised to use this treatment to improve the mental health of students.

This article explores the issue of developing giftedness in children and adolescents withinthe contemporary educational landscape. The authors analyze various approaches to defining giftedness,identify factors that contribute to and hinder its development, and offer practical recommendations for creatingconditions that enable gifted children to realize their potential. Particular attention is given to the role of thefamily, educational institutions, and society as a whole in supporting and nurturing gifted children

Higher-level questioning is an instructional method often recommended to challenge cognitively gifted students. However, professional development is needed to help teachers improve their ability to ask higher-level questions. Therefore, we developed an intervention based on Bloom’s taxonomy, consisting of a 2-h session in which teachers learn how to integrate higher-level questioning into regular lessons, for use in any content area. Our aim was to determine whether this intervention is effective in fostering the motivation and engagement of students, and of cognitively gifted students in particular. The study is a randomized controlled trial with an intervention group of 17 subject teachers and their students (n = 268) in Grades 7 and 8, who received a training in higher order questioning, and a control group (education as usual) of 17 subject teachers and their students (n = 299). Control teachers taught similar subjects and contents as intervention teachers. Students in both groups reported on the number of higher order thinking questions asked by their teacher before and after the training. In addition, students’ motivation and engagement during classes were measured at pre- and posttest. Students in the intervention condition reported an increase in teachers’ use of higher-order thinking questions, which in turn related positively to their autonomy need satisfaction, engagement, and motivation. Students benefitted equally from the intervention, regardless of teacher-perceived giftedness.

Technology-enhanced active learning increases not only gifted students’ interest in learning but also facilitates the promotion of their musical creativity. This study uncovers gifted students’ attitude toward technology-enhanced active learning and its effect on their musical creativity. This mixed-methods study used an experimental design followed by semi-structured interviews. We developed a control group (n = 19) and an experimental group (n = 21) of the randomly selected gifted students’ age of 11–13 years old from science and art centres institution at secondary schools in Turkey. We designed an intervention to deliver music curricula through technology-enhanced active learning for the experimental group and without technology-enhanced active learning for the control group. Three experts used a rubric to measure the musical creativity of gifted students. A pre-test and post-test indicated that there was an effect of technology-enhanced active learning on the musical creativity of gifted students. Semi-structured interviews with students also suggested that gifted students have positive attitude towards technology-enhanced active learning. Students have a positive attitude towards the technology-enhanced active learning approach owing to five reasons: finding education programs beneficial, self-expression, improvement in composing skills, improvement in using technology while composing, and eagerness to continue technology-enhanced active music learning. Keyword : creativity, curriculum, gifted students, music education, secondary school, technology-enhanced active learning How to Cite Maba, A., & Sakar, M. H. (2025). Effects of technology-enhanced active learning on the musical creativity of gifted students. Creativity Studies, 18(1), 79–99. https://doi.org/10.3846/cs.2025.16335 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver