Although trained educators have mastered a set of knowledge, skills, and dispositions, continued professional development provides an opportunity to extend and refine them.
This literature review examines what factors influence gifted students’ academic success in these programming options during their transition from secondary school to higher education.
To examine gifted education practices in Texas, the Texas Association for the Gifted and Talented, in collaboration with Baylor University, conducted an online survey to identify teacher beliefs about gifted education, current gifted education practices, factors that influence practices, and possible student learning outcomes.
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