Allocating students into separate classes within a school depending on their "ability" is common in many countries. This paper presents a theoretical discussion of the practice, considering why it persists despite a long history of research emphasizing consequential problems. Our discussion identifies and critiques four possible reasons…

This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed…

This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student…

The purpose of the study reported here was to explore teachers' lived experiences and reflections on how they perceive and understand the benefits of allowing student voice within the gifted and talented cohort of students at an independent school located in the outer suburbs of Melbourne, Australia. Using the phenomenological framework of van…

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices…

This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals' perceptions about schoolwide differentiation. Comparisons of these perceptions have been undocumented to date. Participants included 867 teachers and 120 principals…

An exploration was made in this study of the factors that affect teachers' attitudes towards gifted programs and provisions. For this purpose, survey data obtained from 182 Australian primary and secondary school teachers on a modified version of the "Survey of Attitudes Towards Gifted Students and Gifted Education" (Jung, 2014) were…

The complex learning and socio-emotional profiles of students who are twice exceptional are often accompanied by challenges to their identification and support in the primary school. This exploratory research project, conducted in a primary school in New South Wales, Australia, focused on developing and trialling a comprehensive and useful…

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student's cognitive level and learning needs. This case study explored radical subject acceleration for gifted…

There is a need to identify young gifted children so that their cognitive and socio-emotional needs may be better met by teachers and schools. This study reports on Australian teachers' perceptions of the benefits and limitations associated with the use of a multiple assessment instrument process for identifying intellectually gifted 6- and…

This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children's giftedness, the parents' role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of…

Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools…

Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers' professional…

The purpose of this study was to compare students' and teachers' perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed…

Given that teachers have one of the most significant influences on the educational development of gifted students, reports of negative attitudes and beliefs in popular myths about giftedness are cause for concern. It is important to understand teachers' attitudes and beliefs to implement effective training and educational practices to improve…