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Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Methods Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). Results The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. Discussion The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.

Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability university students alongside a matched average-ability group through a retrospective ex post facto design. Results revealed significant differences only in the trait of responsibility (p = 0.037), with lower scores observed among high-ability students. This outcome may be related to specific academic environmental factors, such as insufficient challenges. It can be concluded that, although stereotypes often associate high-ability students with certain personality traits, such as openness to experience, the present results do not reflect such differences. Therefore, it is important to conduct well-designed studies to determine the characteristics of high-ability individuals and how they differ from average-ability students.

ABSTRACT This qualitative study broadly aims to develop an understanding of the enablers and barriers to successful education pathways for multi-culturally diverse, gifted students living in economically vulnerable circumstances. The study administered an online questionnaire to fifty young, gifted adults currently enrolled at university or post graduate; followed by semi-structured interviews with eleven of the young adults; and finally a focus group discussion with seven of the participants. The study is a retrospective analysis of their school experience as young adults. Their perspectives provided valuable insight into the hidden rules of their home and school situations which made their experience as gifted students challenging, as well as the internal and external factors that enabled them to achieve education success. A reimagined collaborative ethnography approach yielded unique insights into their intrapersonal capacities that acted as protective factors within environments that were more or less supportive of their education. An inductive and exploratory approach to analyzing the data demonstrated the critical role of the teacher in understanding, recognizing and supporting culturally diverse gifted students; the criticality and nature of intrapersonal skills, notably motivation and volition; the impact of heterogenous cultural backgrounds; and the power of peer relationships with others who truly understood their experience of living at the intersection of giftedness, cultural diversity and low SES. Critically, the culturally nuanced notions of giftedness described by participants challenged textbook conceptions of giftedness. This study adds to the scarce but growing body of research into culturally contextual conceptions of multiple presentations of giftedness by exploring how this group of successful learners relates to the label “gifted” and internalizes the hidden rules of education in schools in low SES locales and beyond.

This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation.

ABSTRACT The purpose of this study is to develop a self‐awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay ( n  = 5), Delphi method ( n  = 10), the exploratory factor analysis (EFA) ( n  = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n  = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5‐point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated ( χ 2 /SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item‐total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms. , Summary We have developed a measurement tool for teachers to help them become aware of their own skills to recognize and distinguish gifted students in their classsroom. This instrument is a valid and reliable measure of teachers' competence in identifying gifted students across three dimensions. GIIFTA measures three dimensions of gifted identification for teachers' awareness: Distinguishing emotional social traits, distinguishing cognitive traits, noticing.

The research was conducted to explore the perceptions of gifted students towards artificial intelligence (AI) using a qualitative research method and a case study design. The study group comprised 25 students from the Selçuklu Science and Art Center during the 2023-2024 academic year, selected through affinity sampling method. Data was gathered through metaphoric forms and semi-structured interviews, and content analysis was employed for data analysis. The findings indicated that students primarily used the human metaphor when discussing AI. Themes derived from the metaphors included human similarity, potential threats of AI, and belief in the benefits of AI. Gifted students expressed concern about the potential risks of AI, while also highlighting its advantages in education. Additionally, the majority of students believed that schools would continue to operate within an AI-supported education system, although some students expressed the view that AI could make schools obsolete. According to the findings, gifted students have expressed a perception of AI as being advantageous as well as having potential risks. Consequently, the research suggests that it would be beneficial to offer specialized training to gifted students on the responsible utilization of AI within the realm of education.

This study aims to determine what factors the primary school teachers working with gifted students prioritize and give importance to in their curriculum designs and explore how these are reflected upon their teaching practices. The research was carried out in the fall semester of the 2020 to 2021 academic year in Türkiye, with the participation of 58 primary school teachers. Data were collected through online semistructured interviews and were analyzed using inductive-oriented content analysis. The findings indicate that the participant teachers are aware of the needs of their gifted and talented students and put some effort into addressing these. However, it is also evidenced that the participant teachers fail to fully provide the support required to improve the students’ skills. Our findings imply that it is crucial to focus particularly on individualized education and differentiated teaching in teacher education and in-service training programs to better address the special needs of students.

Validação empírica de instrumentos para avaliação da superdotação metafísico-espiritual: desenvolvimento, aplicação e análise psicométrica no contexto educacional brasileiro Empirical validation of instruments for assessing metaphysical-spiritual giftedness: development, application and psychometric analysis in the Brazilian educational context Validación empírica de instrumentos para la evaluación de la superdotación metafísico-espiritual: desarrollo, aplicación y análisis psicométrico en el contexto educativo brasileño

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.