This article focuses on the research and practical knowledge needed by administrators to increase implementation of three evidence-based practices in gifted education: acceleration, grouping, and universal screening.
A literature review of what it means to be gifted in secondary and higher education.
The need for curriculum and instruction to be modified for gifted students in depth, complexity, and pacing is not a new concept. The Texas State Plan for the Education of Gifted and Talented Students (Texas Education Agency, 1996, 2009) informs districts of this need. The lingering question is how it is best accomplished.