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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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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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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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Mammadov, Sakhavat; Hertzog, Nancy B.; Mun, Rachel U. – Journal for the Education of the Gifted, 2018
This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and…
Descriptors: Alumni, Early Admission, College Admission, Interviews
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Coleman, Mary Ruth; Shah-Coltrane, Sneha – Journal for the Education of the Gifted, 2015
In 1973, Jim Gallagher convened an interdisciplinary group of eminent scholars and practitioners to address the critical issue of underrepresentation of minority children within gifted education. Underrepresentation of culturally different children stems from a complex combination of societal, economic and political, and personal factors. J. J.…
Descriptors: Academically Gifted, Disproportionate Representation, Minority Group Students, Educational Environment
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Brown, Elissa F.; Garland, Rebecca B. – Journal for the Education of the Gifted, 2015
In this article, Brown and Garland, reflect on issues raised by James J. Gallagher, such as educational policies helping to create and support an infrastructure within which the needs of students can be addressed. Gallagher felt that a strong federal policy, such as IDEA, was critical to building and maintaining a solid infrastructure. Gallagher…
Descriptors: Academically Gifted, Educational Policy, Student Needs, Educational Legislation
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Landis, Rebecca N.; Reschly, Amy L. – Journal for the Education of the Gifted, 2013
The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this…
Descriptors: Academically Gifted, Dropouts, Underachievement, Student Participation
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Tirri, Kirsi; Kuusisto, Elina – Journal for the Education of the Gifted, 2013
The purpose of this article is to provide an overview of the ways gifted and talented pupils are served in Finland. The trend toward individualism and freedom of choice as well as national policy affecting gifted education are discussed. Empirical research on Finnish teachers' attitudes toward gifted education with respect to the national…
Descriptors: Talent, Gifted, Students, Foreign Countries
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Neihart, Maureen; Teo, Chua Tee – Journal for the Education of the Gifted, 2013
The tiny, multicultural nation of Singapore has a long history of provisions for gifted students. Beliefs about ability and talent development are strongly influenced by traditional Confucian perspectives that view environmental factors as dominant in the development of talent. Early identification is not stressed and working hard is emphasized at…
Descriptors: Foreign Countries, Academically Gifted, Student Needs, Educational History
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Stalnacke, Jannica; Smedler, Ann-Charlotte – Journal for the Education of the Gifted, 2011
In Sweden, special needs of high-ability individuals have received little attention. For this purpose, adult Swedes with superior general mental ability (GMA; N = 302), defined by an IQ score greater than 130 on tests of abstract reasoning, answered a questionnaire regarding their views of themselves and their giftedness. The participants also…
Descriptors: Intelligence, Gifted, Foreign Countries, Abstract Reasoning
Lawrence, Barbara Kent – Journal for the Education of the Gifted, 2009
This review of literature about gifted rural education reveals not only important information but the need for further work. The concepts presented have applicability that is not exclusively rural, but they derive from studies done with rural students and take rural culture, history, and circumstances into account. Understanding the context of…
Descriptors: Academically Gifted, Talent, Rural Areas, Rural Education
Sarouphim, Ketty M. – Journal for the Education of the Gifted, 2009
The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…
Descriptors: Intelligence, Private Schools, Academically Gifted, Performance Based Assessment
Burney, Virginia H.; Beilke, Jayne R. – Journal for the Education of the Gifted, 2008
Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly…
Descriptors: Ethnicity, Racial Factors, Poverty, High Achievement
Bain, Sherry K.; Bliss, Stacy L.; Choate, Stephani M.; Brown, Katherine Sager – Journal for the Education of the Gifted, 2007
Seeking information about preconceived notions of the educational needs of children who are gifted, we asked 285 undergraduates in prerequisite classes for teacher education to complete questionnaires. Topics addressed included the need for special services for children who are gifted, perceptions of forms of service delivery in elementary…
Descriptors: Misconceptions, Educational Needs, Elementary School Students, Academically Gifted
Al-Lawati, Fatma A. K.; Hunsaker, Scott L. – Journal for the Education of the Gifted, 2007
This research focuses on teacher instructional and curricular practices in gifted students' experiences in Islamic schools in the United States. Surveys were administered at private, full-time Islamic elementary schools to determine the extent to which differentiation practices for meeting the needs of gifted students and the integration of…
Descriptors: Educational Strategies, Academically Gifted, Individualized Instruction, Teaching Methods
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