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The purpose of this dissertation was to discover the unique characteristics and emotional needs of gifted children (and by inference gifted teens and adults) to better understand their personality and emotional vulnerabilities that might possibly predispose them to trauma. A comprehensive literature review was conducted to discover the intersection between the common characteristics of giftedness, frequency of trauma, and effective and efficient models of trauma recovery. This writer discovered an alarming research gap indicating the need for further serious study regarding the effects of trauma on gifted children. We hope this dissertation facilitates greater understanding for parents, friends, professionals in the areas of education, medicine, and mental health, and the public in general regarding the unique personality characteristics and emotional needs of gifted children who are not better-than, but simply different, and how to judiciously identify and resolve trauma so painful setbacks to living their fullest potential may be healed and roadblocks removed, allowing them to live fuller, more satisfying lives and possibly bring urgently needed options and benefits to society and our planet. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The underrepresentation of Latin students in gifted programs is a serious problem that plagues public schools nationwide. Traditionally, teachers' nomination is the most frequent method used for identifying students for gifted programs. Seeking to understand how teachers' perceptions of giftedness influenced the nomination of potentially gifted Latin students, this qualitative study used semi-structured interviews with eight participants and a follow-up focus group in a Midwestern urban district. The researcher used a hermeneutic phenomenological approach as part of the analytical framework. This research identified several major findings: 1) most participants had narrow and subjective definitions of giftedness that varied based on their levels of training and teaching experience, but none of the participants' definitions were culturally inclusive. However, their conceptual definitions of giftedness did not necessarily mirror their description of robust referral and teaching practices; 2) teachers' perceptions of potentially gifted Latin students influenced the nomination process that varied due to their different biases and cultural models; 3) Latin parents were not involved in the nomination process and most teachers did not appear to value their participation. Some teachers expressed a deficit perspective of these families and students; 4) all participants increased the nomination of potentially gifted Latin students using traditional and nontraditional assessment tools; 5) three out of the four schools lacked adequate programming to meet the needs of potentially gifted Latin students.Key terms: underrepresentation, giftedness, teachers' perceptions, identification. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Background: English Learners (ELs) are vastly underrepresented in gifted and talented (GT) programs compared to their peers in other mainstream populations. ELs are a growing population in the nation's public-school system. Although this population is seeing growth at a fast pace, the enrollment of ELs in gifted programming continues to lag. Existing methods of identifying students with gifts and talents rely on the use of standardized testing to measure general intelligence (Beyer & Johnson, 2014). Further, classroom teachers often serve as gatekeepers to gifted identification, with teacher nominations commonly used as a referral tool in the process. Given this, both the methods for evaluating students for GT programs and implicit bias on behalf of teachers can serve as a barrier to identifying gifted English learners. Purpose: The study examined existing gifted identification practices in Region 4 (R4) districts and their impact on the number of ELs identified for GT programs. RQs: 1.) What are current practices in identifying students for gifted programming among a sample of districts in R4? 2.) What are the differences in the percentage of ELs identified for GT programs using the various identification practices? Methods: Descriptive data from school districts in R4 and their GT procedures was utilized. R4 represents the Houston area and serves a diverse population of more than 1.2 million students. Fourteen school districts in R4 were identified as the sample for this study based on specific criteria. Data collected from districts about their use of various methods and processes to identify giftedness was described. Descriptive data provided a general overview of GT identification practices within R4. Linear regression was used to analyze data. Results: Descriptive statistics showed that disparities existed in R4 in the percentages of both GT enrollment and ELs in GT. One-half of the sample has EL enrollment that ranges from 20%-40%. The sample relies heavily on the use of ability testing along with parent and teacher ratings. Variance was found in the utilization of achievement testing. A linear regression found that the percentage of ELs enrolled in a school district was significant in determining the number of ELs subsequently identified as GT. A second linear regression showed that the use of achievement testing did not have a significant impact on the number of ELs identified for GT. Conclusion: R4 has a disproportionate representation of ELs in GT programs. R4 struggles with meeting the needs of its largest sub-population, as GT enrollment is not indicative of enrollment trends of the region. Existing identification practices serve as a barrier for equitable representation in GT programs. School districts with high enrollment rates of ELs also saw higher rates of ELs in GT. Literature supports that the use of achievement testing measures the concepts its intended to, but fails to comprehensively identify giftedness in the various ways it may manifest. Expanding universal screening procedures is an implication for practice while further research should focus on the rate of language acquisition as a factor to determine giftedness in ELs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leaders influence their surroundings in many ways. In companies, leaders impact work satisfaction, commitment, and engagement (Kouzes & Posner, 2015). In schools, leaders affect student behavior and learning outcomes (Wallace, 2006). Utilizing the Productive Giftedness Model (Paik, 2013, 2015), the present research examines the individual aptitude, instructional, and environmental factors that influence the development of young leaders in Indonesia. Participants in the study were recruited by Indonesia Mengajar, a highly selective intervention program in Indonesia which aims to improve educational conditions around the nation through the mobilization and equipping of local stakeholders. In order to examine leader development from the early to later years, the study uses a mixed-method approach that includes an online survey and a structured interview. Findings from the study demonstrate that leaders are made through a combination of opportunity, support, and resources. Most importantly, findings point to the integral role parents and schools play in the development of leaders and leader-related skills. Parents, educators and policymakers should ensure that every child has access to favorable conditions that will help cultivate leader-related skills from an early age. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Given the historic underrepresentation of minority and low-income students in gifted programs, this study sought to address the unique characteristics of the gifted student while also considering the uniqueness of the student’s school community. The initial design compared the use of dynamic intellectual assessment to traditional (or static) assessment for identifying eligibility in such programs.COVID-19 restrictions determined a redesign, since this national emergency precluded access to school buildings by students, staff, and families, which meant the comparison of assessment instruments would not be possible. As a result, a qualitative case study was employed, examining related research questions important to the problem of underrepresentation among minority and low-income students.The research question is as follows: In a school serving a predominantly African American community, how do stakeholders describe what they see in children who reveal a “gifted spark”? What do stakeholders identify as resources that nurture children with potential gifts and talents and what do they see as obstacles? Interviews were conducted with teachers, parents, and administrators via the Zoom online platform.Findings suggest that stakeholder perceptions understand giftedness as evident in a variety of realms including intellectual ability, academic achievement, creativity, and leadership. Participants also proposed the possibility of a “leadership community” to nurture the gifted student within the school community, where there is no designated “gifted” program. The study contributes to the literature in conceptualizing giftedness from the perspective of teachers, administrators, and parents in an educational setting serving a high population of Black/African-American students. It points to strategies and resources for addressing the problem of underrepresentation, including the use of alternative assessment instruments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted college students often arrive at universities with high GPAs and/or ACT/SAT scores. Their achievements in extracurricular activities such as in the arts, athletics, service, and leadership are well beyond the average student. To admissions representatives and faculty, these students look well-adjusted and successful on paper. However, many of these gifted college students come with unique challenges that go misunderstood, ignored, and underserved during their years in higher education—specifically involving their mental health. There are copious amounts of literature on gifted K-12 students and their mental health behaviors but very limited research done on the gifted college student population. Although gifted research declines after the twelfth grade, giftedness does not end as those students age. Along with being gifted, some of these individuals also experience mental health issues throughout their lifetimes. When giftedness and mental health overlap, the individual is considered twice-exceptional. Twice-exceptionality includes physical and learning disabilities, but the term can also describe a person who has a mental health diagnosis that coincides with their giftedness. Because twice-exceptional individuals tend to mask their mental health issues very well, it is difficult to identify that they need support—especially when they are in college. With my professional experience in honors education, I came to realize some of these twice-exceptional college experiences and stories have never been heard. The purpose of my dissertation is to bring these narratives into the light with the hopes of more widespread understanding of their specific needs. In order to understand the trends and challenges of twice-exceptional college students, I present a literature review as well as identify research gaps. Using a qualitative research design, I shape interview questions for my participants that illustrate their past experiences with growing up as twice-exceptional along with their present journeys as twice-exceptional college students. I use narrative and discourse analysis to bring their experiences and voices together in conversation with one another to give readers a clearer picture of what it is like to be a twice-exceptional college student. As a result of this analysis, my study culminates in better understanding the twice-exceptional student experience in terms of their behaviors, academic performance, social lives, and the intersectionality of their gender. My participants also gave insight into how universities can better support this student population through honors education programs, holistic academic advising, counseling and support groups, as well as more flexibility and understanding from university administration, faculty, and staff. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Around six percent of students in the United States receive some sort of gifted educational programming. School must think about how giftedness is defined and measured in order to make decisions regarding which students receive such programming (Pfeiffer, 2015). Ability testing remains one of the most common identification practices in schools (McClain & Pfeiffer, 2012) . This is because ability tests are thought to be a measure of academic potential (Chapmann, 1988). Consistent relationships exist between individually-administered ability tests and academic achievement (Caemmerer, Maddocks, Keith, & Reynolds, 2018; Deary, Strand, Smith & Fernandes, 2007; Kaufman, Reynolds, Liu, Kaufman & McGrew, 2012). Group-administered ability tests provide an efficient, cost-effective, alternative to traditional intelligence tests when assessing students for gifted programming (Cao, Jung, & Lee, 2017). However, research associating group-ability tests and academic achievement tests is limited, and their ability to measure students' academic potential has not fully been explored. This study targeted this gap in literature by exploring ability–achievement relationships between two commonly administered group-ability tests, the Cognitive Abilities Test (CogAT) (Lohman, 2012) and the Naglieri Nonverbal Ability Test (NNAT) (Naglieri, 2018), and individual academic achievement in Reading and Mathematics as measured by performance on the Weschler Individual Achievement Test, Third Edition (WIAT-III) (Weschler, 2009). This study in Seventy-five second-eighth grade students who had received group-ability testing through their local schools or a university training clinic received follow-up educational testing with the WIAT-III. Using regression analysis, this study found that both the NNAT and the CogAT relate to academic achievement in reading and mathematics. Furthermore, the three distinct batteries of the CogAT (Verbal, Quantitative, and Nonverbal) were found to differentially relate to reading and mathematics achievement. The findings from this study provide support for the use of these group-administered ability tests as a measure of academic potential which may be useful in the identification of students eligible for gifted programming. Schools should consider these findings, amongst other student characteristics, when making educational placement decisions based upon students' performance on these group-administered assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The issue of biases associated with labeling students as gifted or as having a disability presents a significant challenge to educational professionals with regard to identification and the provision of services. In the presence of labels indicating giftedness, disability, and twice exceptionality, research consistently demonstrated biases on the part of parents, teachers, and even other students. These biases could prevent students from receiving the services they need to achieve their fullest potential (Bianco & Leech, 2010). The current study systematically replicated a study by Bianco and Leech (2010) and examined the influence of disability labels on teachers' decisions to refer students to gifted programming. Further, this study investigated whether there were any differences in teachers' responses based on the type of teaching certificate they held (i.e., gifted education, special education, general education). Three groups of in-service teachers (85 general, 59 special, and 43 gifted education teachers) from the Western region of Saudi Arabia participated in the study. A cross-sectional survey methodology was employed. Teachers were randomly assigned to one of three survey conditions that consisted of a vignette that described a student with both giftedness and high potential traits, differing only with respect to one of three labeling conditions (no label, learning disability [LD], autism spectrum disorder [ASD]).Multinomial logistic regression was used to assess the influence of teacher type and the labeling condition on the teachers' ratings. Responses to an open-ended question that asked teachers to provide a reason for their referral decisions were analyzed qualitatively. The quantitative analysis showed neither teacher type nor the presence or absence of a disability label had a significant influence on the overall ratings, which was in sharp contrast to Bianco and Leech's (2010) results. The interaction of the two variables was also nonsignificant. Most of the participants (94%) chose to agree or strongly agree with a referral. However, of the few nonreferrals, most were for students with ASD. Three themes emerged from the qualitative analysis of the teachers' rationales including (a) the student shows gifted traits, (b) the student's skills could be cultivated with support, and (c) the student does not fit the definition for giftedness.Findings from this study provided insights into the issues of labeling students and the status of twice-exceptionality in Saudi Arabia. The results indicated limited, negative bias among different types of teachers with respect to students with disabilities. Also, the participants in this study showed a strong orientation toward supporting the growth and development of the student in all three vignette conditions. However, it remained clear that Saudi Arabia would still greatly benefit from establishing a clear policy on twiceexceptionality and providing training programs to educators with respect to defining, identifying, and educating students with giftedness and disabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This exploratory sequential mixed methods study aimed to investigate the potential connection between districts' GT programs' policies and practices and the representation of Blacks, Hispanics, and English Language Learners (ELLs) in those programs. This study included a review of the Texas State Plan for the Education of Gifted and Talented Students operationalized in 79 school districts by analyzing their gifted and talented policies. Specifically, districts' definitions of giftedness, identification criteria, and the areas of giftedness they recognize were retrieved and used to classify school districts into specific categories. Additionally, the researcher analyzed whether districts had any strategic goal or plan in place to address the historical underrepresentation of Blacks, Hispanics, and ELLs in GT programs and services. The data collected comprised of printed and electronic copies of publicly released information made available on school districts' website pertaining to gifted and talented programs and services. Moreover, the information presented in districts' improvement plans was also analyzed. To assess the impact of districts' GT polices on the representation of Blacks, Hispanics, and ELLs, the researcher obtained demographic data for the selected school districts' gifted and talented programs from the Texas Education Agency. The average representation of Black, ELL, and Hispanic students enrolled in GT programs for each category was calculated, compared, and analyzed using Microsoft Excel and SPSS. Particularly, the researcher conducted multiple one-way-ANOVA analyses using SPSS version 25 to assess the size of variance between group means (Kim, 2014). The results of the study demonstrated that districts' definitions of gifted and talented as well as the areas of exceptionality they recognized did affect the representation of Blacks, Hispanics, and ELLs in GT programs. Specifically, districts that acknowledged broader conceptions of giftedness characterized by multiple intelligence reported a larger representation of those students in their gifted and talented programs. For school districts' administrators and directors, these findings may provide information regarding how the gifted and talented definitions and the areas of giftedness used by school districts affect the representation of Blacks, Hispanics, and ELLs in gifted and talented programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to examine general early childhood educator knowledge and perceptions of curricula relevant for early childhood gifted students of color. The research questions that guided the study were the following: How does preschool through second grade curricula support or impede academic success for gifted students of color? How does preschool through second grade curricula support or impede social emotional learning for gifted students of color? What are the perspectives of educators regarding inclusive practices including Critical Race Theory, within a preschool through second grade gifted curricula?In reviewing the literature and national data concerning representation of identified gifted students of color; two aspects were apparent: the lack of general early childhood educator's voices explaining what he or she understands about gifted students of color and the lack of culturally responsive pedagogical professional learning opportunities for general early childhood educators. The relevant literature focused on areas in recognizing general early childhood educator knowledge and perceptions of giftedness and students of color. The theoretical frameworks were Critical Race Theory (Ladson-Billings & Tate, 1995) and GiftedCrit™ (Greene, 2017).A Qualitative Educational Criticism guided this study (Eisner, 2017; Creswell, 2018). This research design was chosen to analyze curriculum practices used in general early childhood educator classrooms and aid in the construction of data collection procedures (Eisner, 2017; Creswell, 2018). Within the study, qualitative research aimed to recognize whether general early childhood educators were knowledgeable about gifted students of color and provided instructional practices that fostered access and opportunity (Creswell, 2018).Upon data collection and analysis of the data, using an interview protocol and a classroom environment observation protocol, emerging themes arose. Using Eisner's (2017) four dimensions, the collected data was described, interpreted, and evaluated for emerging themes. The emerging themes found were further analyzed to understand general early childhood educator's knowledge regarding giftedness and students of color. The evaluation process included a comparison to The Culturally Relevant Early Childhood Gifted Curriculum and Instruction Guide (Peralta, 2020). Findings included discrepancies among general early childhood educator knowledge regarding students of color, giftedness, access to gifted services, social and emotional awareness, and early childhood curriculum and instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This ethnographic study seeks to understand elementary-age boys', teachers', and parents' perceptions of giftedness and gendered ability construction. Utilizing the theoretical lens of Herbert Marsh's Frame of Reference theory, this study illuminates how young gifted boys developed academic and social self-perceptions influenced by gender and ability practices. It also explores how teachers and parents perceived giftedness, gifted boys, and their pedagogical and parental experiences. A review of literature explores young boys', teachers', and parent's perspectives on gender and ability, gender construction and the roles gender play in creating stereotypes, and the socially constructed notions of giftedness and its relation to gendered differences. Implementing ethnographic analytic methods, the findings discuss three central themes: conceptualizations of giftedness, the perceptions of gifted boys in classroom spaces, and the complexities of curriculum and instructional design for gifted learners. These findings led to conclusions and implications for educators that included exploring constructions of giftedness with children, understanding how schools influence self-concept formation, recognizing intersections of gender and ability, opening spaces for students' voices to be heard, and pursuing inclusive curriculum design. Further, the study irradiates how gifted and elementary education scholars can center the voices and perspectives of students in scholarship and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Children who are gifted are at-risk for being misidentified with emotional and behavioral disorders (Daniels & Piechowski, 2009; Mullet & Rinn, 2015; Webb, 2016). Challenges exist in conclusively defining giftedness, assessing giftedness, and understanding common behavioral patterns among gifted individuals (Bracken & Brown, 2006; McClain & Pfeiffer, 2012). Because gifted children typically exhibit common behavioral patterns, it is important for school psychologists to understand gifted behavioral characteristics, how to assess these characteristics, and how to differentiate between common gifted behavior and maladaptive behavior (Daniels & Piechowski, 2009; Webb, 2016). This study examined the value of the BASC-3 in identifying gifted behavioral characteristics. Assessment data was collected on gifted children and results did not show at-risk or clinically significant T-scores on the BASC-3 scales. The study limitations, strengths, and directions for future research are presented. Implications for school psychologists are provided for improving gifted identification and better understanding gifted behavioral characteristics. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This qualitative study represents the perspective of a parent of a twice-exceptional (2e) child with autism and giftedness through the cultural lens of neurodiversity. Twice-exceptional children are those who are gifted and have a co-existing disability (Assouline, Foley-Nicpon, & Huber, 2006). This study used an autoethnography methodology, whereby the subject played a dual role as researcher and participant, and the data collected was used to put the "self" in a socio-cultural context. The autobiographical content is a scientific inquiry, analyzing a leader in education, and also a self-narration, using her viewpoint as a mother. The story captures how one mother navigated the journey of finding the best educational environment for her 2e child and the experiences of the family unit as a whole while building family and school partnerships in schools located in the Borderland. The research revealed seven emergent themes related to parental involvement in a 2e child's education: (1) Family, (2) Advocacy, (3) Autism, (4) Relationships in the school and community, (5) Isolation, (6) Health, and (7) Neurodiversity. Parents can promote educational changes in the ways gifted education, general education, and special education interface in public schools. Parents can lead advocacy efforts by utilizing the neurodiversity paradigm as a lens for disability. The neurodiversity paradigm is the best model to direct 2e students towards better outcomes by developing their strengths and neurological upsides to further postsecondary opportunities in college or in a career. This research can have an impact on educational leadership, how parents navigate the educational system to help 2e children reach their full potential, and to raise awareness of this population of children with professionals in the educational, medical, and mental health communities. (PsycInfo Database Record (c) 2022 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)