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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)

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)

The purpose of this phenomenological study is to discover the impact of high-achieving executive leaders who neglect their trauma and insecurities on business decisions and success outcomes. For the utility of the study, trauma was defined as the chronic altering of emotional or cognitive processing of the brain due to an adverse experience. Insecurity was also defined as a negative perception of oneself due to a lack of certainty in safety, worth or capability. The self-determination theory and the implicit leadership theory informed the theoretical point of view guiding this research. A qualitative method with phenomenological research design was used to answer the research question: How has success for high-achieving executive leaders become a perceivably evolving, unattainable goal driven by trauma and insecurity that affects business decisions and outcomes? The study setting included existing data from an academic researcher and does not have a specific geographic location limitation. The study sample included thirteen primary interview participants of varying industries, ethnicities, genders, and backgrounds who obtained objective career success and were considered high performers. Data collection methods were interviews which were facilitated through the virtual meeting platform Zoom. Procedures included the researcher coordinating interview dates and times with individuals who expressed interest in participating in the study. Zoom platform information, a consent form, and a message verifying the sending of the consent form, including interview questions for the interview were sent ahead of time. Study results identified themes of Childhood Parental Dynamics, Social Proof, Coping Mechanisms, Work Ethic, and Quality of Life as contributors in the experiences and outcomes of high-achieving executives. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted students, characterized by exceptional intellectual abilities and unique learning needs, often find themselves navigating an educational landscape that may not fully cater to their specific requirements. Traditional teaching methods may fall short of engaging and challenging these students to realize their full potential. This dissertation delves into the efficacy of instructional conversations as an innovative pedagogical approach tailored to the distinctive learning profiles of gifted students. Through a comprehensive examination of relevant literature, theoretical frameworks, and empirical evidence, this study seeks to illuminate the impact of instructional conversations on the academic, social, and emotional development of gifted learners. The rationale behind this research lies in the recognition of the multifaceted nature of giftedness, acknowledging not only cognitive prowess but also socio-emotional dimensions. Instructional conversations, characterized by dynamic, open-ended dialogues between educators and students, are posited as a method that fosters critical thinking, problem-solving, and deeper understanding, aligning with the cognitive demands of gifted learners. Moreover, the interactive nature of instructional conversations is anticipated to address the socio-emotional needs of gifted students by creating an environment conducive to meaningful connections and a sense of intellectual belonging. This dissertation employs a qualitative research design with a qualitative analysis of teacher perceptions as measured across multiple data sets. By examining the experiences of educators, the study aims to provide a nuanced understanding of how instructional conversations contribute to the academic enrichment and holistic development of gifted students. Ultimately, this research aspires to inform educators, policymakers, and other stakeholders about the potential of instructional conversations in creating tailored and enriching learning experiences for gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

According to ample claims from music educators, persistence beyond a student's initial enrollment in middle and high school music is a real problem in the U.S. (Kratus, 2007; Williams, 2007, 2011) and worldwide (Ng & Hartwig, 2011), making one-time enrollment metrics a misleading indicator of music's popularity in schools. Additionally, various lines of evidence show that prolonged engagement with music is associated with positive developmental outcomes for adolescents (Elpus, 2013). My prior work (Tucker & Winsler, 2023) looking at persistence in music during the transition from 8th to 9th grade showed that only 1 in 4 students persist during the transition to high school, and high academic achievers and students with disabilities were less likely to drop out of music during this transition. While this work provided valuable insight into music persistence, exploring differences in rates and predictors of persistence over a much larger time scale is the next step in this line of research. The current dissertation built off prior work from the Miami School Readiness Project (MSRP; Alegrado, 2021; Alegrado & Winsler, 2020; Tucker & Winsler, 2023; Winsler et al., 2020) and prospectively followed an ethnically-diverse (62% Hispanic), low-income (78% in poverty) sample of adolescents from the beginning of middle school to the end of high school (6th–12th grade) to better understand persistence in school music electives (band, chorus, orchestra, guitar) across all of middle (n = 4,165 music students) and high school (n = 2,194 music students). Multiple discrete-time maximum-likelihood survival analysis models (Allison, 1982) were run to identify the proportion of students that dropped out of ("did not survive") music each grade (e.g., 6th to 7th, 7th to 8th, etc.), and how particular factors (predictors of persistence; e.g., gender, ethnicity, poverty status, prior academic achievement, etc.) increased or decreased the probability of dropping out of music in each grade. Results confirm the concerns of many music educators, providing evidence of persistence problems throughout middle and high school with more students leaving music (as opposed to staying) at each grade transition. For students that began enrolling in music in 6th grade, 51% have dropped out of music by 7th grade, and 82% dropped out by 8th grade. As for students in high school (students in music in 9th grade, including late-joining music students that started enrolling in music after 6th grade), 57% of students drop out by 10th grade, 85% by 11th grade, and 95% drop out by 12th grade. High reading test scores and attending an arts-focused school were always related to reduced odds of dropping out of music in middle and high school, while gender, ethnicity, giftedness, and ELL status were never related to music dropout. Also, some predictors were important in some grades, but not others. High GPA was related to lower odds of dropout throughout middle school, and again in the last grade of high school, but GPA was unrelated to dropout in the first few grades of high school. Depth of family poverty was an indicator of increased odds of dropping out of music all the way through middle school but was unrelated to music dropout in high school. Students with disabilities were less likely to drop out of music their senior year, but disability status was not linked to dropout in any other grade. Moving to a new school was related to higher music dropout rates in every grade except for the final grade of high school. Additional survival analyses were run within each music subtype (band, chorus, orchestra, guitar), and results varied somewhat by music subtype. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Considered one of the most marginalized groups in Western society, the lives of people with learning disabilities have been defined by being personally, socially, and institutionally cast-off and discriminated against (Hall, 2005). People with learning disabilities also experience disproportionate levels of violence and victimization that negatively impact both mental and physical health and general well-being (Wiseman & Watson, 2022). Gifted/talented neurodivergent people with historically minoritized ethnic identities (3e) face notable academic challenges because of inequitable practices during their K-12 journey that include lower teacher expectations, poorer quality educational experiences, limited enrichment opportunities, unqualified teachers, and harsher discipline (Mayes & Moore, 2016a). Further, 3e students are enigmatic learners who, despite their giftedness, are often disproportionately identified as special education students and significantly under identified as gifted students. It is generally understood that neurodivergent learners' formative K-12 educational experiences can shape adult outcomes in meaningful ways. 3e students navigate through lived experiences as multiply-marginalized people, in relationship to their various social identities, which are best understood through the lenses of positionality, spatiality, sociality, and temporality. Cross-disciplinary study, using a critical narrative inquiry methodological approach, can provide opportunities for educational leaders and researchers to develop a depth of understanding of complex processes like identity development and social and affective development. This knowledge can in turn guide the development of social and emotional supports and educational interventions that are critically important elements of effective educational and transition planning that can improve K-12 and adult outcomes for these incredibly brilliant but notably underserved learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted and talented programs are a constant fixture within American public schools as most states require their schools to offer this programming across grade levels. As widespread as these gifted and talented programs are, there exists a nationwide equity issue when it comes to which students are more likely to be served in these programs. One of the most common entry points into these programs remains teacher referrals. This qualitative case study examines the perceptions of primary education teachers in a large eastern Washington school district related to the district's gifted and talented program and the role they play in making referral decisions. Through this study, I sought to understand the following research questions: (1) What factors do primary educators look for when referring students to gifted and talented services? (1a) How do primary educators describe an ideal gifted and talented student? (1b)In what ways do primary educators believe bias to impact the referral of gifted and talented students? (2) How do primary educators view current gifted and talented programs and referral procedures? (2a) How does a primary educators' views on gifted and talented programs impact their gifted and talented referral decisions? (2b) What benefits or drawbacks do educators see in gifted and talented programs as a whole and at the primary grades? (3) How prepared do primary educators feel they are to accurately identify gifted and talented students? Analysis of the interviews and artifacts collected from the district demonstrated several findings. Despite district and state definitions, there is no shared understanding of giftedness among educators, different behaviors are interpreted very differently depending on a child's assigned teacher. The inconsistencies present in the national understanding of giftedness are even more amplified amongst those educators asked to make gifted identification decisions. The lack of a shared understanding of giftedness contributes, along with other influences like parental advocacy, to the ongoing reproduction of privilege awarded to our most advantaged students. This study offers implications for policy makers, educational leaders, and researchers and serves as a starting point for conversations on what role gifted and talented education should play in modern equity driven schools. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Research on how to best meet the academic needs and potential of gifted students with disabilities, known as twice-exceptional or 2e, has grown over the past 30 years. While recognition of 2e learners is slowly extending to educational policy, there are few school program options designed to accommodate 2e students and even fewer studies on the organizational aspects of implementing such programs. This promising practice study sought to understand the organizational performance dynamics influencing teacher success in a school for 2e students through the lens of the Clark and Estes gap analysis framework. Data were collected using semi-structured interviews with middle-school teachers and a school administrator along with school documents and artifacts to ascertain the knowledge, motivation, and organizational assets contributing to success. The findings indicated that teacher performance was supported by knowledge of 2e characteristics, instructional strategies, and individual social-emotional competence. Teachers were motivated intrinsically and by self-efficacy. Organizational contributing factors were widespread transmission of the school's mission and vision, entrepreneurial mindset values, and identification with a shared purpose. The highly autonomy-oriented environment encouraged personal initiative and may have motivated teachers to seek learning resources independently. A teacher community of shared purpose developed, reinforcing collective knowledge and motivation systemically. Research-supported recommendations were made to address organizational challenges associated with cultivating successful 2e learning environments, followed by an implementation and evaluation plan guided by the New World Kirkpatrick Model. This study offers insight into key components influencing teacher performance within the dynamic and complex 2e learning environment. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This dissertation investigated teacher perceptions of the Advanced Academics Review and Referral process within a large urban school district. The study focused on the elementary level of implementation of the district process for identifying students for gifted education/advanced academic services. The study discloses gaps in teachers' understanding of giftedness and their preparedness to participate in the referral team process through interviews and document analysis. The research details the challenges of inconsistent implementation of the process and teacher biases all contributing to the inequities in gifted education identification. The findings emphasize the need for local educational agencies to explicitly define giftedness, teacher training and the expectations for educators regarding protocol implementation. The dissertation includes recommendations to ensure equitable access to gifted education through federal, state, and local policy changes, as well as professional development for educators. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Giftedness is a particular trait giving designation to a specific group of people in a school population. While identification methods vary from state to state, the status of being gifted is granted to some students, creating a dichotomy of those who receive gifted services and subsequent privileges and those who remain left out. Historically, Black students and other marginalized populations have had less participation in gifted programs. The literature highlights several factors connected to inequity in giftedness including lack of a cohesive definition of the term (or even if the concept of giftedness is real or socially constructed), nomination and recruitment issues, teacher bias, lack of enrichment exposure for marginalized communities, issues with self-efficacy, and poverty. This work seeks to understand the issues creating inequitable opportunities for students in the realm of gifted education and ways of providing enriched learning opportunities to all students to expand the academic possibilities for underrepresented groups. Reviewing the literature indicates the myriad of inhibiting factors to Gifted and Talented Educational (GATE) programming for students and, successful strategies to dually promote inclusion and enhanced participation. The local contextual focus of the problem of practice highlights the disproportional representation in one local public school. By examining the underrepresentation of Black students in one local school, the work highlights the issues of equity as they affect students daily and could serve as an example that is common nationally as well. Utilizing Bandura's theory of self-efficacy (1977), Renzulli's Three Ring Conception of Giftedness/School Wide Enrichment Model (1978), and improvement science tools, the work melds the theories to create an original framework to form a cohesive perspective on gifted potential and the crucial impact that enrichment work can have for Black students. A systems- wide analysis highlights the innate disparities in gifted delineation as a stark issue of disproportionality with Black students woefully underrepresented in the realm of gifted-type enrichment learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved)