Search Results

Author: Kimberly A. Hardin

Portrait of three teachers in the school hall. They are smiling for the camera.
Portrait of three teachers in the school hall. They are smiling for the camera.
District Leadership

What the Research Says: The Impact of Teacher Beliefs on Gifted Education

Teachers play an important role in all aspects of gifted education, from identifying potential talent, to challenging learning opportunities, to helping students navigate social-emotional growth. Yet the research on the impact of teacher beliefs and the impact on gifted learners is sparse.

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Equity

What the Research Says About Gifted and Talented English Language Learners

English language learners (ELLs) are students whose first language is not English and who are still learning the English language in schools.

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Social/Emotional

What the Research Says About Gifted Students’ Resilience

To identify resiliency in gifted populations, this review included articles published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review.

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Social/Emotional

What The Research Says: Perspectives of Individuals Involved in Gifted Education

This literature review focuses on the perspectives of individuals involved in gifted education: gifted students and their teachers, administrators, parents, counselors, and peers.

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Instruction

What the Research Says About the Assessment of Advanced Products and Performances

A variety of formative and summative assessments are needed when appraising gifted students’ learning and when differentiating the curriculum.

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District Leadership

What the Research Says About the Effects of Policies and Regulations on Gifted Education

To further understand the effect of policies and regulations influencing practices for gifted and talented students, this review included articles that had been published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review. To be included, articles needed to discuss or examine the effects of policies, high-stakes testing, and standards on gifted education practices. Articles that did not examine these effects were excluded. Using these criteria, 20 articles were identified and summarized.