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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.
A recent article in the Hechinger Report reported on a study by Christopher Redding and Jason Grissom, soon to be published in Educational Evaluation and Policy Analysis. In this study, the authors used data from the Early Childhood Longitudinal Study – Kindergarten (ECLS-K; 2010 – 2011 cohort) to see if students who were reported as receiving gifted services performed better than they had prior to receiving services.
Educators constantly seek to understand what motivates gifted students to achieve, as well as factors that contribute to gifted learners underachieving.
What gifted education programs and curricula are effective in encouraging the development of students with gifts and talents in STEM fields?
The importance of social and emotional education for the gifted has been a topic of research for decades.
This literature review summarizes 22 articles related to twice-exceptional students and their needs in the classroom.
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