This article reviews recent literature related to professional learning for in-service and preservice teachers of gifted students.
This article proposes a Formative Evaluation of Gifted Programs Model (FEGPM) that incorporates stakeholder input and the implementation of evaluation findings.
It is important to study those influences that contribute to the social learning and development of gifted and talented students to help them acquire social skills and interpret their social experiences.
English language learners (ELLs) are students whose first language is not English and who are still learning the English language in schools.
This literature review focuses on the perspectives of individuals involved in gifted education: gifted students and their teachers, administrators, parents, counselors, and peers.
Myths about giftedness are powerful forces that can alter perceptions about gifted students.
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