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.
English language learners (ELLs) are students whose first language is not English and who are still learning the English language in schools.
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.
This literature review focuses on the perspectives of individuals involved in gifted education: gifted students and their teachers, administrators, parents, counselors, and peers.
A variety of formative and summative assessments are needed when appraising gifted students’ learning and when differentiating the curriculum.
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.
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