Giftedness

Almost 30 years ago, Hamachek (1978) suggested that two forms of perfectionism be distinguished, a positive form labeled „normal perfectionism” and a negative form labeled „neurotic perfectionism.” Focusing on the positive, we present an overview of the different empirical conceptions of the two forms of perfectionism and present a common framework for the two basic approaches: the dimensional approach differentiating two dimensions of perfectionism (perfectionistic strivings and perfectionistic concerns) and the group-based approach differentiating two groups of perfectionists (healthy perfectionists and unhealthy perfectionists). Moreover, we review the evidence demonstrating that (a) perfectionistic strivings are associated with positive characteristics and (b) healthy perfectionists show higher levels of positive characteristics compared to unhealthy perfectionists and nonperfectionists. While questions on core facets, positive effects, and developmental antecedents of positive forms of perfectionism remain, our findings suggest that self-oriented perfectionistic strivings are positive, if perfectionists are not overly concerned about mistakes and negative evaluations by others.

This article explores the history of British Mensa to examine the contested status of high intelligence in Great Britain between the late 1940s and the late 1980s. Based on journals and leaflets from the association and newspaper articles about it, the article shows how protagonists from the high IQ society campaigned for intelligence and its testing among the British public. Yet scathing reactions to the group in newspapers suggest that journalists considered it socially provocative to stress one's own brainpower as extraordinarily high. To better understand such disagreements, the article analyses communicative patterns that were used to make judgements about intelligence. This case study sheds light on how aspects of difference and the ascription of social positions are negotiated in public understandings of intelligence.
Keywords
giftedness, high IQ society, intelligence, intelligence testing, meritocracy

This research examined the relationships among personality factors, social support, emotional well- being, and academic achievement in 65 gifted secondary students, a sample drawn from a longitudinal study of over 950 students. The research demonstrated that, compared to their nongifted peers, gifted students had significantly higher academic outcomes for all subject areas except Geography and Physical Education. Teachers rated the gifted students as being well- adjusted and less likely to have behavioural or emotional problems than nongifted students. The gifted students, however, reported feeling more sad and less satisfied with their social support than their nongifted counterparts. There were no significant differences in terms of self-esteem, trait hope, problem orientation, or attitudes towards education. Within the gifted sample, the research found that the students who were most likely to get poor grades were those who scored high in psychoticism and low in conscientiousness, trait hope, joviality, and in attitudes towards schools. Interestingly, self-esteem was entirely unrelated to gifted performance.

The purpose of this study is to determine the effect of instruction supported by Web 2.0 tools on prospective science teachers' biotechnology literacy. The study was conducted by using experimental pretest-posttest control group design. The sample was composed of 60 prospective science teachers. These prospective science teachers were randomly assigned to experimental and control groups in equal numbers. "Biotechnology Literacy Test" and open-ended questions were used to collect the data. The scientific literacy classification of Bybee (1997) was used as a framework for determining the biotechnology literacy of prospective science teachers. Therefore, biotechnology literacy of the prospective science teachers was examined based on nominal, functional, conceptual , multidimensional literacy levels. According to the results, there was a statistically significant difference between pretest and posttest scores of the experimental group at multi-dimensional literacy in favor of the posttest. However, there was no significant difference between the control group's pretest and posttest results. When compared groups on the pretest and posttest scores, statistically significant differences were identified at nominal, functional and multi-dimensional literacy levels in post-tests. Moreover, the experimental process influenced the experimental group's decision-making process in their daily life problems. Suggestions were presented under the results obtained from the research.

It is increasingly argued that polymathy—vocational and avocational pursuits in multiple domains—is deeply associated with creativity and innovation, and that its development enables the creation of important bridges between otherwise fragmented, dispersed sets of knowledge. Nevertheless, the dominant culture in both industry and academia is still that of narrow specialization. In this paper, we argue that in the context of COVID-19 crisis, with its wicked and transdisciplinary nature, the disciplinary approach of specialization is ill-suited to solve our increasingly complex problems, and that polymathic thinking can be a crucial asset in this regard. Drawing on different literature strands, we first examine the interplay between polymathy and other well-developed constructs in personality and temperament research. We then advance theoretical predictions regarding the relationship between trait polymathy and resilience in the COVID-19 crisis. After that, we discuss learnable strategies that can be used in complex, uncertain and adverse situations, which are associated with development of a more polymathic (broader, deeper and more integrated) set of knowledge. Later, we discuss how it may be possible to better capitalize on the key features of polymathic thinking at the societal level. Finally, we conclude with a reflection on the adequacy of our current institutions for dealing with complex problems, and we underscore the crucial role of polymathic thinking in an increasingly complex and interrelated world.

Gifted education has followed a paradigm that implies that giftedness is characterized by superior cognitive abilities emanating from the human brain. This view contrasts with a new concept of the human mind: embodiment. Its core message maintains that cognitive processes extend throughout the entire body. This approach is an already highly influential paradigm across various scientific disciplines. Yet, its potential for gifted education remains to be determined. Thus, the main objective of this work is to introduce the concept of embodiment from a gifted education angle. As a first step, we will explore the key principles of embodiment along with the most significant criticisms concerning more traditional concepts of cognition. Second, we utilize research findings to illustrate embodiment’s potential in the realm of gifted education. We suggest that gifted education should further examine the potential of the embodiment approach.

This paper is a mixed-methods exploration of the levels of stereotypic views about gifted individuals held by current and future educators.  Because educators are often asked to provide recommendations for participation in gifted programs, it is important to determine if those recommendations are based, in part, on stereotypic thinking.  Stereotypic views held by educators could bias the selection of participants for gifted programs, preventing students from receiving appropriate gifted educational services. Participants were volunteer undergraduate and graduate education majors.  Qualitative and quantitative data analyses were conducted to determine both the levels of stereotypic thinking within each group, as well as differences in levels of stereotypic thinking between groups.  Results suggest both pre-service and in-service teachers hold stereotypical thoughts about the gifted in multiple areas.

The current study explored the influence of birth order and family size on academic achievement, divergent thinking (DT), and problem finding (PF) with a sample of 156 gifted male and female Arab students (M= 12.21 years, SD= 1.75). Regarding academic achievement, it was found that first-borns possessed higher grade point averages (GPAs) than did other-born children. Family size was also related to academic achievement-participants from smaller-sized families had significantly higher GPAs compared with gifted students from middle-and large-sized families. As for the influence of birth order and family size on both DT and PF, a multivariate analysis of variance showed significant differences for birth order and the interaction between birth order and family size in the originality dimension of PF. Non-significant differences were found concerning family size. The follow-up analyses of variance showed that later-born gifted students scored higher than first-, second-, third-, and fourth-born children in PF originality. Later-born gifted students who scored higher on originality were from smaller families. No significant influences for birth order and family size were found concerning fluency for both DT and PF as well as DT originality. Limitations and future directions are discussed.

The Naglieri Nonverbal Ability Test (NNAT) is said to be a culturally neutral measure of ability that assesses both majority and minority students equally. Although research has examined the effects of ethnicity and gender on NNAT performance, little published research has examined the relationship between socioeconomic status (SES) and NNAT performance. Correlations and multiple regression were used to examine the relationships between ethnicity, SES, and NNAT performance in a large kindergarten sample.  The results suggest a significant relationship between ethnicity, SES, and NNAT performance.  Even after adjusting for ethnic differences, children from low-SES families were half as likely as other children to be identified.

Many gifted children are “double labeled”, namely in addition of being gifted they are also learning disabled and/or suffer from emotional, social or behavioral problems. This article will present the difficulties gifted children with a double label have to deal with, especially the
difficulties in the educational system. Because of the double label the educational team faces a double challenge, in most cases without being equipped with the required knowledge or the support they need. This article will describe three case studies; techniques for intervention with such children and their families will be suggested.

The topic of gifted education has been researched widely up to present days. The overview of the historical background, summarizing the main concepts of universal meaning of giftedness, is presented in this research. Different ways of perceiving giftedness as a construct, including teachers’ views particularly, are being discussed in here. The present study sought to explore teachers’ understanding and perceptions of giftedness and to investigate the ways of conceptualizing, identifying, and serving/supporting gifted students at school. The means of mixed method research design were applied in here in order to provide a full image of teachers’ perspectives on the theme. Ninety two high-school teachers of gifted students in an urban school system with an established gifted curriculum were surveyed. Results indicated that teachers still held a narrow conception of giftedness. Through semi structured interviews, participants’ perceptions of the term ‘giftedness’, training experience and its impact on the conceptualization, understanding of gifted students’ characteristics and needs were examined.  Participants perceived an increase in their understanding of the needs and characteristics of gifted students through participation in the discussion as well as increased confidence in their general teaching abilities. Implications of the study for teacher education and future research are discussed.

Keywords: giftedness, teachers’ perceptions, teachers’ nomination, identification procedures, mixed methods, Kazakhstan

This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications on the area of research. After examining 95 research papers published in 55 Social Sciences Citation Indexed (SSCI) journals from 1998 to 2020. The rank list was prepared to identify the core journals in education. The most frequent venues of journals in descending order of times cited are, Philosophical Transactions of the Royal Society B-Biological Science (USA) with 33.8% of citation, followed by the Journal of Autism and
Developmental Disorders (USA) with 10.3% of citation and Journal of the American Academy of Child and Adolescent Psychiatry (USA) with 8.2% of citations. The top four categories of research were psychology with 37.13% of publications, followed by psychiatry (13.77%), neurosciences and neurology (11.38%), and education (8.38%). The study found that Asperger syndrome (AS) is still used in academic studies, even after it was immersed in the ASD by DSM-5 criteria. The findings and limitations were presented and discussed.

This study examines sixteen teachers' conceptions of gifted and talented young children using a phenomenographic methodological approach. The findings of the study indicate that teachers hold a limited number of conceptions of giftedness and these are discussed in detail with reference to theory and research.

This study aims to investigate how effective are differentiation and enrichment of an instructional design in revealing and improving creative thinking skills of gifted and talented learners. Pre-test and post-test experiment-control group quasi-experimental design was used in this study. The subjects of the study consisted of 72 students aged 10 to 11 years, who were identified as gifted and talented and who are currently attending the same Science and Arts Center (SAC) in the province of Istanbul. When the findings were interpreted, it is possible to conclude that the instructional design that was differentiated and enriched by means of the Kolb's learning styles the Bloom's taxonomy had positive effects on revealing and improving creative thinking skills of gifted and talented learners. Based on the findings obtained within this study, we could recommend that teachers, who would like to support and develop their students' creative thinking skills, should first start with identifying the potentials, interests and learning styles of their students; then provide them with a learning environment where the students can demonstrate their creativity, defend their ideas freely, and produce unique solutions to the problems that they face; and finally employ the approaches, methods, or techniques that improve creative thinking and whose effectiveness is scientifically proven in the literature.

People with high intelligence levels are the most important human resource in the society which they live in. Societies that have discovered the importance of potential of gifted students, can progress much higher than their peers in the fields of studies on gifted children and their education. In this context, in recent years the educational activities for gifted students have increased in Turkey as well as all over the world. At this point, Science and Art Centers (BILSEM) were established to aim providing education for individuals with superior abilities and intelligence. The gifted students who are educated in these centers can also receive education at school like other students. One of these courses is Religious Culture and Ethics. However, there are no studies to determine the attitudes of students with these characteristics towards the course of Religious Culture and Ethics.
In this context, the aim of the research is to examine the general attitudes of gifted students about the course of Religious Culture and Ethics with different variables. On the other hand, other aims of the research are to draw attention on the gap in the field related to gifted students, to demonstrate that more in-depth studies are needed to determine the interests and needs of gifted students in the field of teaching religion and ethics, and to lay the groundwork for new researches on this issue.
The study used the model of literature review from quantitative research methods. The study group consists of secondary and high school students who are diagnosed as “gifted” by the Ministry of National Education, General Directorate of Special Education. The research data in research was collected in the 2019-2020 academic year. The SPSS package program was used to analyse the data obtained. For the testing reliability of the scale based on the data obtained, the internal consistency coefficient (Cronbach’s Alpha) was calculated and the value of Cronbach’ Alpha was calculated to be 0,05. In addition, the descriptive statistics such as percentage, frequency, and arithmetic mean are also included to summarize the data.
As a result of the analysis, it was concluded that the attitudes of gifted students in the study regarding the courses of Religious Culture and Ethics were positive. It was resulted that their attitudes did not differ statistically according to gender and maternal learning status, but differed statistically according to the paternal educational background, level of class and income.
At this point, it was found important the determining of expectation of students themselves and their parents from the curriculum, teachers, teaching activities, materials, and methods of the course to review for the positively increasing attitudes of both gifted students and students with normal intelligence towards to the course. Another important result of this research, the priority recommended is to conduct qualitative studies that will provide more in-dept data to support the quantitative data. Another important recommendation is to develop the differentiated DKAB curriculum for gifted students taking into account the recommendations of relevant results. It is also important to develop the course materials that take into account their learning capacities, high-level thinking skills, interests and needs to ensure that educational activities for gifted students are carried out in integrity. In all educational activities that will be designed for gifted students, care should be taken to choose and develop approaches, methods-techniques and materials that will make it possible to build knowledge up, not present pattern knowledge.
Keywords: Religious Education, Giftedness, Student, Attitude, Religious Culture and Ethics.
Zekâ düzeyi yüksek kişiler, yaşadıkları toplumun en önemli insan kaynağıdır. Üstün zekâlı öğrencilerin potansiyelinin önemini fark eden toplumlar üstün yetenekli çocuklara ve bu çocukların eğitimlerine yönelik çalışmalara daha da hız vermiştir. Bu bağlamda son yıllarda üstün yetenekli öğrencilere yönelik eğitim faaliyetleri tüm dünyada olduğu gibi Türkiye'de de artmıştır. Bu noktada Bilim ve Sanat Merkezleri (BİLSEM) kurulmuş ve üstün yetenek ve zekâya sahip bireylere eğitim verilmesi amaçlanmıştır. Bu merkezlerde eğitim gören üstün yetenekli öğrenciler hem bu merkezlerde hem de diğer öğrenciler gibi okulda da eğitim görmektedir. Eğitim alınan derslerden biri de Din Kültürü ve Ahlâk Bilgisidir. Ancak bu özelliklere sahip öğrencilerin Din Kültürü ve Ahlâk Bilgisi dersine yönelik tutumlarının belirlenmesine dair çalışma bulunmamaktadır.
Bu bağlamda araştırmanın amacı, üstün zekâlı öğrencilerin Din Kültürü ve Ahlak Bilgisi (DKAB) dersine ilişkin genel tutumlarını farklı değişkenlere göre incelemektir. Diğer taraftan, üstün zekâlı öğrencilerle ilgili alan yazındaki söz konusu boşluğa dikkat çekmek, üstün zekâlı öğrencilerin din ve ahlak öğretimi alanındaki ilgi ve ihtiyaçlarının belirlenmesine ilişkin daha derinlemesine çalışmalara ihtiyacı ortaya koymak ve bu konuda yeni çalışmalara zemin hazırlamaktır.
Çalışmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Çalışma grubunu, Milli Eğitim Bakanlığı, Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğünce “üstün zekâlı” olarak tanılanan ortaokul ve lise öğrencileri oluşturmaktadır. Söz konusu araştırma verileri 2019-2020 eğitim ve öğretim yılında toplanmıştır. Verilerin analizinde SPSS paket programından yararlanılmıştır. Ölçeğin, elde edilen veriler üzerinden güvenirliğini test etmek üzere iç tutarlılık katsayısı (Cronbach Alfa) hesaplanmış, Cronbach Alfa değeri 0,95 olarak saptanmıştır. Bununla birlikte yüzde, frekans, aritmetik ortalama gibi betimsel istatistiklere yer verilmiştir. Öğrencilerin DKAB dersine ilişkin tutumlarının cinsiyet, sınıf düzeyi, gelir durumu, anne ve baba öğrenim durumu değişkenlerine göre incelenmesi için öncelikle veri setinin parametrik test varsayımlarını karşılayıp karşılamadığına bakılmıştır. Bu amaçla yapılan istatiksel işlemler parametrik testlerin kullanımının uygunluğunu göstermiştir. İki örneklem grubundan elde edilen ortalama değerleri kıyaslamak üzere ilişkisiz (bağımsız) örneklemler t testi; ikiden fazla sayıda örneklem grubundan elde edilen ortalama değerleri kıyaslamak için tek faktörlü varyans analizi (ANOVA) testi kullanılmıştır.
Yapılan analizlerden, üstün zekâlı öğrencilerin DKAB derslerine ilişkin tutumlarının olumlu olduğu; söz konusu tutumlarının cinsiyet ve anne öğrenim durumuna göre istatistiksel olarak anlamlı düzeyde farklılaşmadığı, ancak sınıf düzeyi, gelir ve baba öğrenim durumlarına göre farklılaştığı sonucuna ulaşılmıştır.
Bu noktada gerek üstün zekâlı öğrencilerin gerekse normal zekâ gelişim özelliği gösteren öğrencilerin DKAB dersine ilişkin tutum düzeylerini olumlu yönde arttırmak amacıyla öğrencilerin kendilerinin ve velilerinin dersin öğretim programından, öğretmenlerinden, öğretim etkinliklerinden, materyallerinden ve yöntemlerinden beklentilerinin neler olduğunun tespit edilmesi ve söz konusu hususların gözden geçirilmesi ve iyileştirilmesi açısından önemlidir. Bu çalışmanın sonucunda öncelikli olarak önerilen husus, elde edilen nicel bulguları desteklemek üzere daha derinlemesine veri sağlayacak nitel çalışmaların yapılmasıdır. Bu bağlamda önerilen bir diğer önemli husus da ilgili araştırmalardan elde edilen tespit ve öneriler dikkate alınarak üstün zekâlı olarak belirlenmiş öğrencilere yönelik farklılaştırılmış DKAB öğretim programlarının geliştirilmesidir. Üstün zekâlı öğrencilere yönelik eğitim faaliyetlerinin bir bütünlük içerisinde yürütülmesini sağlamak üzere bu öğrencilerin öğrenme kapasitelerini, üst düzey düşünme becerilerini, ilgi ve ihtiyaçlarını dikkate alan ders materyallerinin geliştirilmesi de önem arz etmektedir. Üstün zekâlı öğrencilere yönelik tasarlanacak eğitim ve öğretim sürecinde bilgiyi hazır sunan değil, bilgiyi yapılandırmayı mümkün kılacak yaklaşım, yöntem-teknik ve materyallerin seçilmesine özen gösterilmelidir.
Anahtar Kelimeler: Din Eğitimi, Üstün Zekâ, Öğrenci, Tutum, Din Kültürü ve Ahlak Bilgisi.

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.

The aim of this study was to determine the attitudes of the educational staff and their assessment of their competence in the field of discovering and working with gifted and talented students in sports. Forty classroom teachers and 40 physical education teachers were included in the study. We used a questionnaire designed for the purposes of this study. The results show that teachers are aware of the role and importance of discovering and working with gifted and talented students, but that they need additional professional training to avoid possible mistakes and problems they might encounter in their work. The teachers believe that their school takes the serves the area of discovering gifted and talented students (̅ = 3.50 (0.91); p ˂ 0.001), somewhat less the area of educational work with them (̅ = 3.39 (0,77); p <0.001) and for the systemic and operational regulation of the education of gifted and talented students (̅ = 3.35 (0.94); p = 0.001). Physical education teachers identified more children who were gifted or talented in sports than class teachers (t(78) =-5,979, p< 0,000). The scientific contribution represents an important contribution in the field of work with talented and talented students, as for the first time in Slovenia the views of the pedagogical staff and their assessment of competence with such a group of students are presented. We conclude with a critical presentation of some gaps and an overview of the existing situation as well as with some guidelines for further pedagogical and scientific research.

The following contemporary review illuminates several of the best methods to accurately identify gifted/learning disabled (GLD) students? Explanations which clearly define what it means to be gifted, learning disabled (LD) and gifted/learning disabled (GLD) are included and incorporated into a typology of three identities of GLD students. Recommended and currently utilized methods of GLD identification and assessment are detailed and various controversies surrounding these modes are explored. Current voids within the GLD research are described and present approaches and programming for GLD students is distilled.  The future for this twice exceptional student is proposed and critical understandings are realized.  Co-Author: Thomas G. Ryan

Existentialism centres reflection upon the bodily existence of the human person. Generally, however, theological anthropology has struggled to manage developments in biological and psychological sciences that have made clear the pluriformity of human embodiment. The work of the social sciences has also increased the visibility of minority, disadvantaged, or neglected persons. Theological anthropology must begin to conceive of an inclusive, non-static understanding of human nature that fully acknowledges the integrity and the diverse identities of the human subject. To riposte, this article utilises the interplay between phenomenology and theology in the work of the contemporary philosopher-theologian Jean-Luc Marion. Marion undeniably sees the root of the human in the concrete free person; he recognises an ever-receding, indefinable horizon towards which the incomprehensible existence of the subjective phenomenon is universally oriented. In this article I focus on how a combination of the theology of the subject and its existential orientation, realised through the freedom of incomprehensibility à la Marion, may provide a dynamic basis for understanding human nature at a time when subjective diversity is ever more asserted.

The purpose of the study giving rise to this article was to highlight factors that play a role in the identification of gifted students through analysis of literature and current issues in Turkey.  The article points out differences between what is typically found in literature and what ocurrs in Turkey. It is based on a review of definitions and data presented by national institutions and programs in addition to available results of research studies. Reviews showed that while many of the issues presented in the literature are similar, many contextual issues pertain to Turkey and other collectivist, highly populated countries which subscribe to an understanding of education which is uniform and reliant upon high stakes examinations.

The use of questionnaires to evaluate educational initiatives is widespread, but often problematic. This paper examines four aspects of an evaluation survey carried out with very able pupils attending out-of-school classes: ethics, design, bias and interpretation. There is a particular focus on the interpretation and analysis of pupils’ answers to open questions. Conclusions are drawn from this analysis which will help teachers and others to take a careful and critical approach to their use of questionnaires in educational evaluation.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

[A limited number of eprints of this article are available - send me a message if you require one].

The literature on twice-exceptionality suggests one of the main problems facing twice-exceptional children is that there is no consensus on the definition of the term disability or giftedness and consequently the term twice-exceptional. Endeavouring to locate a definition of these specific terms loops back on itself to legislation based on the medical model of disability and the defining of giftedness in a limited way, frequently through high achievement and performance, which contradicts the generally accepted notion of giftedness in Australia. It appears that we need a model to define the apparent paradoxical term, not only to scholars within the field but to educators and the wider community of students and parent/guardians. This paper examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourses in disability, giftedness and twice-exceptionality, on which it is anticipated, future research can be grounded.

In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU) curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents) were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST) and Gifted Education Self-efficacy Scale for Teachers (GESST). As a result of a one-week in-service training, it has been determined that the teachers’ perception of self-efficacy for scientific research mentorship and gifted education increased.
Key words: Gifted education, self-efficacy, science fair mentorship self-efficacy scale, gifted education self-efficacy scale, EPGBU.

We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.

Gifted education and general education are inseparable in Saudi Arabia. Gifted students are integrated with other
students in public schools. Like regular students, gifted students study the same curriculum, and in many schools
they have been taught by non-specialist or untrained teachers of gifted education. In spite of some special
programs for gifted children, such as summer enrichment programs and weekend programs, gifted students still
face challenges and difficulties in Saudi public schools. This study attempts to explore some of these challenges:
a) the nature of the Saudi educational system, (b) the structure of curricula, and (c) the readiness of Saudi
teachers to deal with gifted students. The findings show that, though the Saudi educational system has witnessed
significant development and has received considerable support from the government, education in Saudi Arabia
is still behind global standards. The balance between Islamic and Arabic studies on one hand and scientific
subjects (i.e., mathematics and science studies) on the other is still uneven. In addition, the preparation and
training programs of Saudi teachers to deal with regular students in general and gifted students in particular need
a lot of work from the Ministry of Education and the teachers themselves. The consequences for gifted students
as part of the Saudi educational system, as well as further recommendations, are later discussed.

Previous studies have found that gifted children experience symptoms such as existential anguish, anxiety, depression, experiential
avoidance, and cognitive fusion. The inherent intensity and sensitivity of these young people may make them more
susceptible to significant emotional distress and existential concerns. Endeavoring to address such issues, we designed a
second-generation mindfulness-based intervention, called the BAtención plena para altas capacidades^ (APAC; Mindfulness
for Giftedness). This paper presents the pretreatment, posttreatment, and 12-month follow-up findings on the implementation of
the program in a sample of 22 gifted children in Spain. The program comprised eight weekly 90-min group sessions covering
mindfulness, emotional intelligence, emotional regulation, acceptance, values, compassion, and self-compassion. The program’s
efficacy was measured using standardized, validated tools (the Child and Adolescent Mindfulness Measure, the Avoidance and
Fusion Questionnaire for Youth, the Children’s Depression Inventory, the State Trait Anxiety Inventory for Children, the Positive
and Negative Affect Schedule for Children, and the Emotional Skills and Competence Questionnaire) at pretreatment, posttreatment,
and 12-month follow-up time periods.. Our study’s findings at the posttreatment stage suggested that the APAC program
improved the emotional abilities and reduced negative symptoms. Results from the 12-month follow-up assessment stage
appeared to uphold these findings. However, we recommend that future second-generation mindfulness-based interventions
for gifted children should include more activities and exercises that address the meaning of life and other related existential
worries of particular concern to these young people.

This article provides gifted education perspectives and creative insights with a particular focus on chemistry and science, and discusses associated teaching, learning, pedagogies, curriculum developments and assessments in the context of gifted education. The article emphasizes the cluster grouping approach, hidden curriculum, mentoring and proper counselling provisions in school that may significantly impact on gifted students' developments. The article discusses gifted students' psychosocial skills development to achieve their eminence. The implicated issues surround the development of psychosocial skills are discussed. The article sheds light on the cultural aspects of gifted education as the gifted students representing diverse cultural backgrounds encounter cognitive conflicts which affect their science learning and psychosocial skills development.

This paper illustrates a case study on Chinese American families with gifted children, and the major topic focuses on the influence of parenting beliefs and practices on children’s talent development. In-depth interviews were employed to collect data from the Chinese American parents, and research questions include the daily practice of parenting, and parents’ beliefs concerning how to nurture talented achievements among children. This paper starts with a narrative account of cases of two gifted children, and then examines the background of Confucian philosophy of learning and its fundamental influence on Chinese traditional parenting practices. Evidences are provided from the case study on the Chinese parents’ beliefs, values, and attitudes regarding their children’ talent development. Implications are discussed at the end of the paper, which draws attention to the interesting and mixed strategy of the Chinese American parenting which combines traditional Chinese parental expectations with an adopted Western notion of respect for a child’s own decision-making.

This article put forward a conceptual framework of counseling and guidance for Malaysian gifted students in a school setting. The framework is derived based on various studies conducted at the national center for excellence in gifted education (also known as Pusat PERMATApintar™ Negara), instituted at Universiti Kebangsaan Malaysia since 2009. The comprehensive analysis of data sets from these ongoing studies is used to develop the proposed framework which encompasses a 'differentiated' and 'specialized' approach for local population of gifted students. The framework encompasses four critical elements in ensuring the provision of effective services for the students namely, the role of counselor, the client's personality and issues, the differentiated approaches, and the therapeutic environment. This article also discusses the implications of implementing this framework in local counseling community.

According to the Actiotope Model of Giftedness, person-environment interactions are the core of excellence. Therefore, it is important to evaluate the resources that support the achievement of goals and to provide more efficient resources. These resources are named educational (localized in the environment) and learning (localized in the individual) capitals. The Questionnaire of Educa- tional and Learning Capital (QELC) was developed based on the Actiotope Model of Giftedness and these capitals. The aim of this study is to present gender and age differences in relation to educational and learning capitals, in a Turkish sample of 1,620 students at three different grade levels: fourth graders (231 girls, 239 boys; mean age = 10.15, SD = 0.40), seventh graders (353 girls, 376 boys; mean age = 13.08, SD = 0.34), and 10th graders (274 girls, 147 boys; mean age = 16.20, SD = 0.54). Results of the confirmatory factor analysis showed the expected two-factor structure (educational and learning capitals) of the original German version of QELC. The Cronbach's alpha result for the Turkish version of the QELC was .97. The findings suggest that gender differences are more important in the seventh grade (first year of adolescence) in favor of girls in economic, cultural, social, organismic, and telic capitals. Results about age differences showed that the younger the students are, the more their achievement is positively affected by the capitals.

The purpose of this analytical review was to investigate the uses of the TASC model to teach gifted students and develop their creativity. The researcher decided to select studies of the TASC model, which were not used by Maker, Alhusaini, Zimmerman, Pease, Schiever, and Whitford (2014) in the Saudi project. The studies included 30 out of 367 studies that were chosen for the Saudi project. Out of the 30 studies, the researcher selected 15, which he identified as school-based projects in which the TASC model was specifically used or described in teaching. The researcher also added six books that were written by Belle Wallace and colleagues. All of the reviewed publications suggested that the TASC model has been an effective, useful, and practical method with all students from different grade levels and of different abilities (especially with those who were gifted), as well as in all different content areas, to teach students and develop their creativity. The researcher identified limitations across the reviewed studies and publications, such as omissions of data collection procedures, data analysis processes, and lack of information about the participants as well as the interventions. Also, most of the studies provided qualitative results with no further discussion or explanation. More high quality research is needed to improve the scholarly conversation around this model.