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Desmet, Ophélie A.; Pereira, Nielsen – Journal of Advanced Academics, 2022
The present qualitative pilot study aimed to evaluate students' perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants' perceptions of the intervention and its…
Descriptors: Student Motivation, Motivation Techniques, Affective Behavior, Intervention
Rodríguez Cervantes, Celia Josefina; Valadez Sierra, María de los Dolores; Verche, Emilio; Soltero Avelar, Rubén; González Betanzos, Fabiola – Electronic Journal of Research in Educational Psychology, 2022
Introduction: As a result of similar behavioral manifestations across populations, the conspicuous diagnostic confusion of high intellectual ability (HIA) and Attention Deficit Hyperactivity Disorder (ADHD) is often reported. Approaching Executive Functions as underlying processes can assist in distinguishing the two conditions. The principal aim…
Descriptors: Executive Function, Cognitive Ability, Intelligence, Academically Gifted
Luor, Tainyi; Al-Hroub, Anies; Lu, Hsi-Peng; Chang, Tsui Yuan – High Ability Studies, 2022
This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford's and Lotka's laws of scattering to measure the impact factors of journals, institutions,…
Descriptors: Scientific Research, Academically Gifted, Autism Spectrum Disorders, Trend Analysis
Tan, Sema; Karal, Muhammed A.; Unluol Unal, Neslihan – Education 3-13, 2022
The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using…
Descriptors: Foreign Countries, Elementary School Teachers, Resource Room Programs, Academically Gifted
Özdemir, Duygu; Kinik Topalsan, Aysegül – Educational Process: International Journal, 2022
Background/purpose: Understanding gifted students' perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics…
Descriptors: Figurative Language, Student Attitudes, Academically Gifted, Mathematical Concepts
Thraves, Genevieve; Berman, Jeanette; Baker, Penelope; Dhurrkay, Miriam; Mala, Raki – Australasian Journal of Gifted Education, 2022
Australian Aboriginal learners have a long history of underrepresentation in gifted and talented education. This results, at least in part, from cultural differences in the way giftedness is understood, as well as variance in the practices and processes used to develop talents. Perhaps a co-constructed both-ways model could go some way to…
Descriptors: Talent Development, Academically Gifted, Indigenous Populations, Foreign Countries
Minnie, Carolyn; Lassig, Carly; Tangen, Donna; Beutel, Denise – Australasian Journal of Gifted Education, 2022
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…
Descriptors: Teacher Collaboration, Gifted Disabled, Student Needs, Autism Spectrum Disorders
Tirri, Kirsi – Gifted Education International, 2022
Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make…
Descriptors: Foreign Countries, Academically Gifted, Gifted, Talent Development
Licul, Nina; Juriševic, Mojca – High Ability Studies, 2022
Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the…
Descriptors: Classroom Environment, Academically Gifted, Gifted Education, Elementary School Students
Calabrese, Julia E.; Capraro, Robert M. – Journal of Research in Innovative Teaching & Learning, 2022
Purpose: In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.…
Descriptors: Academically Gifted, Gifted Education, Student Attitudes, Honors Curriculum
VanTassel-Baska, Joyce – Gifted Child Today, 2022
The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author…
Descriptors: Misconceptions, Academically Gifted, Gifted Education, Barriers
Kim Strong – ProQuest LLC, 2022
Improving educational outcomes and school conditions for historically marginalized students has been a primary goal since the school accountability movement began in the 1960s. However, despite decades of legislation, policy, and enactment designed to achieve this purpose, historically marginalized students continue to suffer from disparate…
Descriptors: School Responsibility, Accountability, Student Needs, Critical Race Theory
Pereira, Nielsen; Tay, Juliana; Desmet, Ophélie; Maeda, Yukiko; Gentry, Marcia – Journal for the Education of the Gifted, 2021
We evaluated the psychometric properties of the Classroom Practices Survey--Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its…
Descriptors: Psychometrics, Individualized Instruction, Teaching Methods, Test Reliability
Jolly, Jennifer L.; Robins, Jennifer H. – Australian Journal of Teacher Education, 2021
Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and…
Descriptors: Foreign Countries, Academically Gifted, Gifted Education, Educational Policy
Hodges, Jaret; Ottwein, Jessica K. – Rural Educator, 2021
For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state was a mandatory minimum spending requirement. This research examines how mandatory minimum spending floors influenced spending in public school districts within the state and how…
Descriptors: Academically Gifted, Gifted Education, Educational Finance, Financial Policy