Pub Date : 2023-11-21DOI: 10.1177/00169862231208922
Léo Duplenne, B. Bourdin, Damien N. Fernandez, Geoffrey Blondelle, Alexandre Aubry
This article reviews the experimental research on the level of anxiety or depression in gifted individuals. Twenty-seven studies compared gifted and typically developing individuals for the anxiety level and 15 studies for the depression level comparison. This current meta-analysis was performed on the anxiety and depression levels distinctly. We found a non-significant negative effect size for both anxiety, g = −0.14, k = 27, and depression, g = −0.14, k = 15. These values should be taken cautiously given that a high heterogeneity was also found, which remained largely unexplained by the moderators tested. Only age and type of anxiety assessment emerged as significant moderators for the anxiety domain. The observed effect size for depression was not significantly affected by the subgroups analyzed.
{"title":"Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review","authors":"Léo Duplenne, B. Bourdin, Damien N. Fernandez, Geoffrey Blondelle, Alexandre Aubry","doi":"10.1177/00169862231208922","DOIUrl":"https://doi.org/10.1177/00169862231208922","url":null,"abstract":"This article reviews the experimental research on the level of anxiety or depression in gifted individuals. Twenty-seven studies compared gifted and typically developing individuals for the anxiety level and 15 studies for the depression level comparison. This current meta-analysis was performed on the anxiety and depression levels distinctly. We found a non-significant negative effect size for both anxiety, g = −0.14, k = 27, and depression, g = −0.14, k = 15. These values should be taken cautiously given that a high heterogeneity was also found, which remained largely unexplained by the moderators tested. Only age and type of anxiety assessment emerged as significant moderators for the anxiety domain. The observed effect size for depression was not significantly affected by the subgroups analyzed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":" 36","pages":"65 - 83"},"PeriodicalIF":3.1,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1177/00169862231199745
{"title":"Corrigendum to “Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of the Epidemiologic Literature”. (2023). <i>Gifted Child Quarterly, 68</i>(1), 84-85. https://doi.org/10.1177/00169862231199745","authors":"","doi":"10.1177/00169862231199745","DOIUrl":"https://doi.org/10.1177/00169862231199745","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":" 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135286263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1177/00169862231201604
Rebecca D. Napier, Jane M. Jarvis, Julie Clark, R. John Halsey
Despite adolescent girls’ superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls’ career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls.
{"title":"Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia","authors":"Rebecca D. Napier, Jane M. Jarvis, Julie Clark, R. John Halsey","doi":"10.1177/00169862231201604","DOIUrl":"https://doi.org/10.1177/00169862231201604","url":null,"abstract":"Despite adolescent girls’ superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls’ career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1177/00169862231197780
Anne N. Rinn
Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.
{"title":"A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward","authors":"Anne N. Rinn","doi":"10.1177/00169862231197780","DOIUrl":"https://doi.org/10.1177/00169862231197780","url":null,"abstract":"Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"565 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.1177/00169862231193700
Zhu Yao, C. Rawlinson, R. Hamilton
New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students’ special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools’ implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.
{"title":"Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework","authors":"Zhu Yao, C. Rawlinson, R. Hamilton","doi":"10.1177/00169862231193700","DOIUrl":"https://doi.org/10.1177/00169862231193700","url":null,"abstract":"New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students’ special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools’ implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"131 ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72444035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1177/00169862231193699
Kristie L. Speirs Neumeister
Through a qualitative case study approach, this study sought to understand how an independent school for gifted learners supports parents, teachers, and students in maximizing the potential of twice-exceptional learners. Findings indicated that the school’s success in working with twice-exceptional learners could be attributed to a triangular framework of supports created for all three stakeholder groups—twice-exceptional learners, their parents, and their teachers—that facilitated both academic achievement and social and emotional well-being. The framework of support arose from the school’s cultivation of a culture of acceptance of twice-exceptionality coupled with a belief in a team approach to problem-solving. A detailed discussion of the framework of supports is provided, and implications for working with twice-exceptional learners and avenues for future research are discussed.
{"title":"Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports","authors":"Kristie L. Speirs Neumeister","doi":"10.1177/00169862231193699","DOIUrl":"https://doi.org/10.1177/00169862231193699","url":null,"abstract":"Through a qualitative case study approach, this study sought to understand how an independent school for gifted learners supports parents, teachers, and students in maximizing the potential of twice-exceptional learners. Findings indicated that the school’s success in working with twice-exceptional learners could be attributed to a triangular framework of supports created for all three stakeholder groups—twice-exceptional learners, their parents, and their teachers—that facilitated both academic achievement and social and emotional well-being. The framework of support arose from the school’s cultivation of a culture of acceptance of twice-exceptionality coupled with a belief in a team approach to problem-solving. A detailed discussion of the framework of supports is provided, and implications for working with twice-exceptional learners and avenues for future research are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"48 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84657838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1177/00169862231185559
Jessica K. Ottwein, Rachel U. Mun
Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.
{"title":"Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy","authors":"Jessica K. Ottwein, Rachel U. Mun","doi":"10.1177/00169862231185559","DOIUrl":"https://doi.org/10.1177/00169862231185559","url":null,"abstract":"Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"12 1","pages":"259 - 277"},"PeriodicalIF":3.1,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85028289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1177/00169862231186669
Nancy B. Hertzog, K. Lamb, A. J. Balatico
Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.
{"title":"School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning","authors":"Nancy B. Hertzog, K. Lamb, A. J. Balatico","doi":"10.1177/00169862231186669","DOIUrl":"https://doi.org/10.1177/00169862231186669","url":null,"abstract":"Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"163 1","pages":"325 - 336"},"PeriodicalIF":3.1,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73475171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/00169862231184575
R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang
As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.
{"title":"Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices","authors":"R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang","doi":"10.1177/00169862231184575","DOIUrl":"https://doi.org/10.1177/00169862231184575","url":null,"abstract":"As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"12 1","pages":"337 - 351"},"PeriodicalIF":3.1,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79525053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1177/00169862231183652
Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida
This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.
{"title":"Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan","authors":"Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida","doi":"10.1177/00169862231183652","DOIUrl":"https://doi.org/10.1177/00169862231183652","url":null,"abstract":"This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"96 1","pages":"306 - 324"},"PeriodicalIF":3.1,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89906088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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