Reflections on “child temperament effects on special education process and outcomes”

The stories of 3 young people from low socioeconomic backgrounds highlight significant issues in educating gifted students living in poverty. Major themes uncovered across the 3 cases included educators who looked beyond the circumstances of the students and maintained high expectations, the positive influence of enriched teaching-learning opportunities and extracurricular activities, and the success of a mentoring approach with the students. Based on these findings, implications for educating children living in poverty are also discussed.     

The role and responsibilities of the gifted program coordinator

Research on career development and counseling for gifted and talented students primarily has focused on the recurring themes of multipotentiality, career needs of females, perfectionism, and early cognitive and vocational maturity. A review of current literature, however, indicates that new perspectives on traditional concepts are needed in order to provide appropriate and adequate career counseling to all gifted and talented students. This article gives an overview of the existing issues, identifies areas for further research, and recommends an agenda for change in the nature of career counseling for the gifted and talented.     

The social competence of highly gifted math and science adolescents

Involving 740 highly gifted math and science students from two different countries, Korea and the United States, this study examined how these gifted adolescents perceived their interpersonal ability and peer relationships and whether there were differences between these two groups by demographic variables. Based on the survey data, results showed that our gifted students perceived their interpersonal ability and peer relationships at levels comparable to or higher than those of their non-gifted counterparts. They were satisfied and confident with their peer relationships and did not identify negative effects of being gifted when forming and maintaining friendships. Differences were found between Korean and American students by gender in their profiles of interpersonal ability and peer relationships. Positive self-portrayal of social competence found for our sample disputed previous studies suggesting that highly gifted students tend to struggle with social relationships. Given that each group of students had different educational, linguistic, and cultural backgrounds, the results should also be interpreted with caution.     

Am I That Talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level

The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study.     

Studying the meaning of giftedness: Inspiration from the field of cognitive psychology

Despite efforts to create alternative strategies to identify students from diverse backgrounds, there remains a disproportionately small minority representation in programs for the academically gifted. One reason for this discrepancy may be the effect of teachers’ theories of giftedness on how they nominate students for gifted programming. However, very little research has been conducted on teachers’ individual theories of giftedness. Inspiration for new ways of conducting research on theories of giftedness may come from research on concept and category formation from the field of cognitive psychology.     

Socioaffective Issues and Concerns Among Gifted Filipino Children

There is a dearth of information regarding the socioemotional realities of gifted children from ethnically diverse backgrounds, which this research attempts to address. Multiple semistructured narrative interviews were conducted with 22 intellectually superior children aged 4–9 years and with their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the Filipino gifted children. The implications of such manifestations of heightened sensitivities for educators and diagnosticians were discussed. Cross-cultural contrasts were likewise discussed to demonstrate whether predominant socioaffective traits, characteristics, and issues in the West are likewise evident among gifted children from a culturally different background like the Philippines.     

A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature.     

The office for civil rights and non‐discriminatory testing,policies, and procedures: Implications for gifted education

The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed.     

The role of universities and colleges in educating gifted undergraduates

The overwhelming weight of the literature on "gifted learners" deals with the K-12 years; little attention is given to postsecondary efforts. Among the many approaches to meeting the needs of gifted students at the college level are admission without high school graduation; credit for previous advanced work; identification during and after admission; advising by specifically designated personnel; career planning; and special programs such as honors programs, admission to graduate courses, mentorships, and research opportunities. Professors can encourage gifted learners by adapting their teaching methods and by personal contact. Scholarships and academic recognition also support high aspirations. Many issues at the college level echo those encountered in the K-12 system. Attention to the gifted learner at the college level represents uncharted territory and a new frontier.     

Acceleration: A coat of many colours

The word “acceleration” continues to generate controversy. Although the literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. This article synthesizes 3 research projects conducted in New South Wales, Australia, exploring different forms of acceleration. The first project involved an investigation of the Early Entry policy for gifted children in one region of the state; the second reports on the experiences of students who skipped at least 1 grade; and the third examines a vertical programming system that allows students to accelerate within subjects at an academically selective high school. Based on these research studies, this article explores the issues that are at the center of the acceleration debate.     

According to Jim: The Flawed Normal Curve of Intelligence

This article proposes a critical thinking approach to cultural literacy for gifted students. The premise of the article is that all students profit from a curriculum rich in reasoning within and about diverse cultural points of view on historical and contemporary reality. The article posits that increasing racial, gender and socioeconomic intolerance can only be confronted with a curriculum that affords students the opportunity to enter em‐pathetically within cultural points of view often similar or disparate from their own. The author also attempts to call attention to issues of educational equity to assure that all students, gifted or potentially gifted, do not become tracked or placed in remedial learning programs owed solely to their cultural background, gender, ethnicity, or socioeconomic class.     

Issues in identifying gifted students: How Renzulli's model stacks up

Traditional approaches to the identification of gifted and talented students are the subject of increasing scrutiny and criticism. Several problems, limitations and issues have been noted in the literature, and as a result, new conceptualizations and procedures have been advanced. Renzulli's Revolving Door Identification Model (RDIM) is one such model which has been widely adopted. This article first gives a brief summary of the model and investigates the reasons for its popularity. It then addresses some of the more serious criticisms that have been levelled against the model. Finally, it reviews what the authors feel are the more legitimate concerns about the model as they assess its validity and utility for identifying and serving gifted students.     

Exploring the motivational trajectories of gifted university students

Through qualitative interviews, the authors examined the experiences of six gifted high‐achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These issues included independence from family, fitting into a social network, the desire to overcome challenges in their lives, internal will, and a need to earn recognition. Our findings should help direct the development of special programs by university educators who are dedicated to meeting the needs of gifted college students.     

Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study)

This exploratory study considered the perceptions of parents and teachers regarding behaviors exhibited by gifted students who may have attention deficit hyperactivity disorder (ADHD) by examining their responses to the Conners 3 behavior rating scale. Statistical analysis revealed average scores in the ratings of parents and teachers in the areas of inattention, hyperactivity/impulsivity, executive functioning, and learning problems. Parent and teacher ratings of these students were not significantly correlated nor were there significant differences between parents and teachers on ratings of students. The need for further examination of the psychometric properties and appropriate use of the Conners 3 in diagnosis of twice-exceptional students, the need for normative data on gifted populations for the Conners 3, and a greater understanding of the differential display of ADHD in the gifted population were suggested.     

Counseling Services for Malaysian Gifted Students: An Initial Study

This is a preliminary study that was conducted in regard to 180 gifted students who attended the ‘Malaysian Gifted Centre’s School Holiday Camp’ in 2011. Data indicated that only about 7 % of the respondents had a tendency to seek a counsellor’s help to solve their problems, and the need for counselling services was higher among female than male students. It was also found that career counselling was the most preferred type of counselling service needed by the Malaysian gifted students. Findings from the study reveal five different elements that need consideration when providing counselling services for gifted students: counsellor personality, student issues, the therapeutic environment, approaches used by the counsellor, and the counsellor’s role.     

Perfectionism in Relation to Stress and Cardiovascular Disease Among Gifted Individuals and the Need for Affective Interventions

Maladaptive perfectionism has the potential to put gifted individuals at an increased risk for cardiac events via the reduced heart rate variability that results from chronic negative affect and physiological stress reactions. As a result, implementing affective interventions into gifted programs may play a critical role in teaching gifted children with maladaptive perfectionism stress-management techniques and coping strategies, which could help keep gifted children with maladaptive perfectionism from growing into adults with similar issues who are then at an increased risk of negative health consequences. Through a review of the theoretical and empirical literature, the current article explores the possible ramifications of maladaptive perfectionism on the health of both gifted children and adults, with a specific focus on the relationship of maladaptive perfectionism to stress and cardiovascular disease. Suggestions for the implementation of preventative measures in the form of targeted affective interventions based on the review of the literature are then provided.     

Olympiad Studies: Competitions Provide Alternatives to Developing Talents That Serve National Interests

Competitions are used by many teachers at the grassroots level to develop the talents of their gifted students. Each year the top Mathematics, Chemistry, and Physics Olympiad students are identified and assembled into national teams that compete against teams from around the world. This article summarizes findings from the American Olympiad study. Our investigators analyzed data from 345 adult Olympians and found that 52% earned doctorates, and these individuals pursued careers in technical areas that benefit the nation. So far these Olympians have published 8,629 publications, and many of the Olympians have assumed positions in universities or research institutions that contribute to the productivity of the United States. Their success supports competitions as a viable alternative for developing the talents of the gifted.     

The experiences of parents of gifted African American children: A phenomenological study

This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided.