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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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Luburic, Ivan; Jolly, Jennifer L. – Journal for the Education of the Gifted, 2019
Gifted education as a field of research in Australia is relatively young when compared with its North American counterparts. A reflection of how the field of gifted education has developed from 1983 to 2017 in this context allows for observations of previous research and current trends, and how these may influence future directions for the field.…
Descriptors: Foreign Countries, Literature Reviews, Academically Gifted, Acceleration (Education)
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Yildirim, Rana; Ispinar Akcayoglu, Duygu – Journal for the Education of the Gifted, 2019
This study compared gifted learners' and their English teachers' perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners' perceptions of an effective EFL learner? (b) What are English teachers' perceptions of an effective EFL learner? and (c)…
Descriptors: Gifted, Teaching Methods, English (Second Language), Second Language Learning
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Ronksley-Pavia, Michelle; Grootenboer, Peter; Pendergast, Donna – Journal for the Education of the Gifted, 2019
This study presents an exploration of the lived experiences of eight twice-exceptional children through their own voices. The narratives reveal a meta-narrative of stigma where identified contextual factors related to discrimination, perceptions of difference, and stigmatized views of disability, giftedness, and subsequently twice-exceptionality.…
Descriptors: Gifted Disabled, Experience, Personal Narratives, Social Bias
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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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Krafchek, Jennifer; Kronborg, Leonie – Journal for the Education of the Gifted, 2019
The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured…
Descriptors: Academic Achievement, High Achievement, Females, Eating Disorders
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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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Rinn, Anne N.; Plucker, Jonathan A. – Journal for the Education of the Gifted, 2019
Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various…
Descriptors: Academically Gifted, Undergraduate Students, Honors Curriculum, Student Needs
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Judson, Eugene; Bowers, Nicole L.; Glassmeyer, Kristi – Journal for the Education of the Gifted, 2019
Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers (N = 143). Results indicated…
Descriptors: Student Recruitment, Advanced Placement Programs, Science Education, Mathematics Education
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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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Ihrig, Lori M.; Lane, Erin; Mahatmya, Duhita; Assouline, Susan G. – Journal for the Education of the Gifted, 2018
High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students' talent…
Descriptors: STEM Education, High Achievement, Economically Disadvantaged, Rural Areas
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Mullet, Dianna R.; Kettler, Todd; Sabatini, AnneMarie – Journal for the Education of the Gifted, 2018
This qualitative study was conducted to explore gifted students' conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students' retrospective accounts…
Descriptors: High School Students, Academically Gifted, Student Attitudes, Educational Attitudes
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Tay, Juliana; Salazar, Alissa; Lee, Hyeseong – Journal for the Education of the Gifted, 2018
Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and…
Descriptors: STEM Education, Preschool Education, Kindergarten, Parent Attitudes
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