The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…

High-ability and gifted students are well-served by a focus on the development of community. The Academic Year Governor's Schools of Virginia were created with a formalized emphasis on the network of relationships built among the students, faculty, and the larger community. The power of these communities of learners was evident in a study of the…

Positive mentoring experiences for high school students with high academic ability who want more in-depth academic knowledge and real job expectations can contribute to individualized career guidance within the mentor's profession. This study examined a governor's school program that is designed as a residential mentorship program for high school…

This article emanated from a narrative inquiry into the stories of three Virginia gifted education coordinators whose years in service coincided with years of improved equitable representation in their gifted programs. By analyzing their experiences, the article sheds light on the organizational barriers they encountered. Organizational barriers…

From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr. Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and…

Research investigating racial underrepresentation in gifted education programs undertaken from an organizational perspective has been limited. This lack of research leaves unexamined the amelioration efforts of leaders positionally responsible for these programs: gifted education coordinators. Yet, many gifted coordinators have taken steps to…

The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in "Brown v. Board of Education." This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years…

The enduring misperception that rural places are homogeneously White may contribute to the underrepresentation of Black students in rural gifted education programs. In this study, we sought to understand this relationship by examining the underrepresentation of Black students in rural gifted education programs through a theoretical framework of…

This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative concerns are addressed as they have an impact on motivation and learning. Efforts toward…

Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation…

Despite a century of research searching for what works in teaching and learning, a project that has benefited from political support in the form of the Elementary and Secondary Education Act (ESEA) of 1965, any individual child's experience of learning in school is marked by inequalities based on socioeconomic status, race, immigrant status, and…

Students are active in shaping the implementation of any curricular intervention. At Paradise Valley Unified School District (PVUSD), more than 1,500 students in Grades 1 to 6 were recipients of the William & Mary English Language Arts (ELA) curriculum units. In this article, we share students' perceptions related to the following three…

The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition.…

The author interviewed Dr. Carol Tomlinson, who is a well-known academic scholar in gifted education. The interview focused on Dr. Tomlinson's work on differentiation, how she started, and what her suggestions for teachers are to differentiate instructions for gifted students in general education classrooms.

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.