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Barone, Diane; Barone, Rebecca – Journal for the Education of the Gifted, 2019
This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students' participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome…
Descriptors: Inquiry, Active Learning, Academically Gifted, Elementary School Students
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Mofield, Emily; Parker Peters, Megan – Journal for the Education of the Gifted, 2019
The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship…
Descriptors: Underachievement, Personality Traits, Academically Gifted, High Achievement
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Gallagher, Shelagh A. – Journal for the Education of the Gifted, 2019
Students' personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at…
Descriptors: Epistemology, Middle School Students, Academically Gifted, Grade 6
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Alodat, Ali M.; Zumberg, Marshall F. – Journal for the Education of the Gifted, 2019
This qualitative study aimed to discover teachers' perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study's sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and…
Descriptors: Foreign Countries, Cognitive Ability, Nonverbal Tests, Screening Tests
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Wu, I-Chen; Lo, C. Owen; Tsai, Kuei-Fang – Journal for the Education of the Gifted, 2019
Empirical studies investigating twice-exceptional students' learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and…
Descriptors: Academically Gifted, Autism, Pervasive Developmental Disorders, Grade 5
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Dailey, Debbie; Cotabish, Alicia; Jackson, Nykela – Journal for the Education of the Gifted, 2018
Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth…
Descriptors: STEM Education, Science Instruction, Science Interests, Engineering Education
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Peterson, Jean Sunde; Jen, Enyi – Journal for the Education of the Gifted, 2018
The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable…
Descriptors: Models, Gifted, Guidelines, Informal Education
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Rindermann, Heiner; Ceci, Stephen J. – Journal for the Education of the Gifted, 2018
In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4-22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic…
Descriptors: Parent Background, Educational Attainment, Parent Child Relationship, Intelligence
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Harder, Bettina; O'Reilly, Colm; Debatin, Tobias – Journal for the Education of the Gifted, 2018
Intelligence is a well-supported predictor of school achievement, however, it refers only to the cognitive facet of learning determinants. The aim of this article is to contrast the predictive properties of two comprehensive concepts developed within the actiotope model of giftedness (AMG) with that of intelligence. These concepts are educational…
Descriptors: Intelligence, Predictor Variables, Academic Achievement, Intelligence Tests
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Roessingh, Hetty; Bence, Michelle – Journal for the Education of the Gifted, 2017
This article reports on an action research project undertaken by a team of four Grade 2 teachers who work in a school for gifted learners. Focused on implementing a structured printing and spelling curriculum in addition to providing instructed support for planning, organizing, and vocabulary use for different genres of writing, both qualitative…
Descriptors: Grade 2, Action Research, Gifted, Research Projects
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Kitsantas, Anastasia; Bland, Lori; Chirinos, David S. – Journal for the Education of the Gifted, 2017
The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their…
Descriptors: Academically Gifted, Elementary School Students, Middle School Students, Focus Groups
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Garces-Bacsal, Rhoda M.; Yeo, Sulyn Denise – Journal for the Education of the Gifted, 2017
This study examined the recreational reading habits of 10- to 12-year-old students enrolled in one of the nine Gifted Education Program (GEP) schools in Singapore. A total of 125 students were surveyed regarding the time they spent on recreational reading, and the top and bottom 10% were labeled Highly Avid Readers (HAR) and Less Avid Readers…
Descriptors: Academically Gifted, Reading Habits, Recreational Reading, Focus Groups
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Paz-Baruch, Nurit – Journal for the Education of the Gifted, 2017
The Actiotope Model of Giftedness focuses on the interactions between the individual and the environment. Developing excellence requires educational and learning capitals that can support the individual in achieving a specific target. This study examined differences in the educational and learning capitals of students graded in three levels of…
Descriptors: Foreign Countries, Academically Gifted, Models, Human Capital
Callahan, Carolyn M.; Moon, Tonya R.; Oh, Sarah – Journal for the Education of the Gifted, 2017
Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students,…
Descriptors: Gifted, Special Education, Elementary Schools, Middle Schools
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Park, Sunhee; Callahan, Carolyn M.; Ryoo, Ji Hoon – Journal for the Education of the Gifted, 2016
The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5-7, 139 students in Grades 8-11). The results indicate that the six-item scale fits the data better than the eight-item…
Descriptors: Psychometrics, Intelligence Tests, Factor Analysis, Comparative Analysis
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