The purpose of the study was to examine if a relationship exists between productive giftedness and social justice leadership in leaders of high-poverty schools. The following research question guided this study: Is there a relationship between productive giftedness and social justice leadership in leaders of high-poverty schools? In the study, 113…

This mixed methods study aimed to explore the effects that parental involvement and student online learner efficacy have on student achievement and perceptions of parents and exceptional education students in the traditional and virtual education settings. The study participants included parents and exceptional education students in grades K-12th…

Existing research documents the importance and relevance of career and technical education (CTE) throughout American history. Beginning with the passage of the Smith-Hughes Act of 1917 to the passage of the Strengthening Career and Technical Education for the 21st Century Act in July of 2018, federal and state legislation continue to shape…

The purpose of this mixed methods study was to examine the underrepresentation of twice-exceptional students in gifted programs. The study focused on the underrepresentation of twice-exceptional students in being recommended for gifted testing (Missett et al., 2016). The participants of the study encompassed kindergarten through fifth grade…

The aim of this mixed method action research study was to determine if a relationship exists between motivation and achievement. The participants in this study were elementary gifted students. Students first identified their individual learning styles as either "global" or "analytical." The gifted teacher then planned lessons…

Education research on gifted education has proven to be limited when examining principals' knowledge and skills to lead gifted programs. Professional development provided by school districts and principal preparation programs are lacking in the ability to provide principals with the capacity to impact instruction and growth for gifted students.…

A public school superintendent, as the chief executive officer in a district, is in a unique position to influence the programs addressing the needs of gifted students in that district. A superintendent's beliefs could impact program content, resource allocation, and priority status. This study looked at superintendents' perceptions of the North…

The purpose of this quantitative study was to investigate teacher perception of technology integration in STEM and non-STEM classrooms of high school teachers of gifted and talented students and the relationship of those perceptions to actual technology use in their classrooms. This study measured teacher perception of technology integration…

This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite…

Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and…

This study examined the correlations between gifted students' self-image, academic achievement, and number of years enrolled in the gifted programming. In addition, the study examined the relationships between gifted students' educational placement, race, and gender with self-image. Study participants were gifted students in third through eighth…

The mixed methods correlational study examined the problem that AYP of Pennsylvania gifted middle school students who have met state-mandated proficiency requirements under No Child Left Behind (NCLB) has been reliant upon minimum proficiency tests. The purpose of the mixed methods study was to examine the correlations between the current measure…

This study investigated the academic adjustment of gifted and non-gifted ninth-, tenth-, eleventh-, and twelfth-grade students placed in accelerated mathematics courses. Using Van Eman's research, the investigation of the social and emotional effects of mathematics acceleration through academic adjustment included the following positive indicators…

In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential…

This study examined the teachers' and administrators' perceptions on talented and gifted (TAG) alternative education high school students. Administrators and teachers from alternative high schools (AHS) in the state of Iowa received an email of a validated survey instrument for data collection. The survey was used to analyze the perceptions of…