These are recent empiric studies of the gifted and talented. They provide clearer evidence of the nature and needs of the gifted and the best ways to identify and address those needs. Articles are arranged alphabetically

Abel, T., & Karnes, F.A. (1994). Teacher preferences among the lower socioeconomic rural and suburban advantaged gifted students. Roeper Review, 17, 52-53. Gifted students preferred teachers who pay attention to their social and personal needs. This was especially evident in rural disadvantage gifted students.

Abelman, R. (2004). TV literacy and academic/artistic giftedness: Understanding time leaps and time lags. Roeper Review, 26, 85-89.  Findings reveal that children with exceptional information and/or visual representation capabilities, even at a young age are able of higher level comprehension, such as time-leaps and flash-backs.

Ableman, R. (2007). Fighting the war on indecency: Mediating TV, internet, and videogame usage among achieving and underachieving gifted children. Roeper Review, 29,100-112. Parents of gifted achievers were most likely to use parental guidance systems and V-chips to monitor television, even though their children watched TV less than underachieving gifted. Ratings were most often used with 2^nd grade or below gifted students. A significant number of gifted underachievers were heavy users of TV, internet, and video games.

Adams-Byers, J., Moon, S.M., Whitsell, S.S. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogenous and heterogeneous grouping.  Gifted Child Quarterly, 48, 5-20. When gifted are asked about the advantages of homogeneous grouping they say things like: challenge, fast pace, discussion, teacher attitudes/ attention/ behavior/ competency, motivation, like thinking peers, no teasing, . Those in heterogeneous classroom often report no advantage or that life is easier and more relaxed, there were opportunities

Al-Lawati, F.A.K., & Hunsaker, S.L. (2007).  Differentiation for the gifted in American Islamic schools. Journal for the Education of the Gifted, 30, 500-518. Islamic schools in the US have limited provisions for gifted students. Most teachers in them provide little or no differentiation.

Alsop, G. (2003). Asynchrony: Intuitively valid and theoretically reliable. Roeper Review, 25, 118 – 27.  Study examines the patterns of asynchronous development among high IQ children at the children of High Intellectual Potential Foundation in Australia.

 Archambault, F., Westberg, K., Brown, S., Hallmark, B. Zhang, W., & Emmons, C. (1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16, 103-119. This article extends the work of Westberg, Archambault, Dobyns, & Salvin (see below). This time the authors went into classrooms and watched what happened for gifted learners. Unfortunately, it was little to nothing different that what happened to all students. Unless schools who are offering inclusive programming for gifted learners do serious staff development, little differentiation is likely to occur.

Bain, S., Bourgeois, S., Pappas, D. (2003). Linking theoretical models to actual practices: A survey of teachers in gifted education. Roeper Review, 25, 166 – 172.  Article presents the results of classroom practices of teachers of the gifted. These teachers had familiarity of program models and concepts, but they could not identify the models and concepts underlying their programs. The evidence supports the need for training of gifted teachers that goes beyond the basic 30 hour overview.

Bain, S.K., and Bell, S.M. (2004). Social self-concept, social attributions, and peer relationships in fourth, fifth, and sixth graders who are gifted compared to high achievers. Gifted Child Quarterly, 48, 167-178. Gifted students and high achieving but not as gifted students differ in their attributions to success. The gifted tend to attribute success to ability, effort and good fortune. The gifted have better perceptions of themselves in physical ability and appearance, peer relationships, and general self. Interestingly, their teachers could not distinguish between the groups although they gave higher scores to boys in general.

Bain, S.K., Bliss, S.L., Choate, S.M., & Brown, K.S. (2007). Serving children who are gifted: perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30, 450-478. Teachers in training thought the best interventions for the gifted were those services carried out in the regular elementary classroom. These teacher candidates had misconceptions about use of the gifted as tutors and academic acceleration. Educator preparation programs should address these issues in their training.

Baker, J.A. (1995). Depression and suicidal ideation among academically gifted adolescents. Gifted child Quarterly, 39, 218-223. Academically able and exceptionally able students are not distinguishable from average students in levels of depression or suicidal ideation. They are not more depressed nor are they less depressed. Educators should there fore expect to see significant levels of depression in about 10% of gifted population in high school. Gifted adolescents do not experience depression differently, so usual therapeutic methods should work with gifted populations also.

Baker, J.G., & Finn, M.G. (2008). Can a merit-based scholarship program increase science and engineering baccalaureates? Journal for the Education of the Gifted, 31, 322-337. An analysis of NELS-88 data suggests that only about 2000 new STEM undergraduate degrees would result if a system of strong scholarships were available (called PACE scholarships). Even if 25,000 STEM scholarships were offered most of the scholarships would go to students who would have done STEM degrees anyway. Help for increasing STEM involvement is needed, but the PACE scholarship program should not be the only or primary mechanism.

Barone, D., Schneider, R. (2003). Turning the looking glass inside out: a gifted student in an at-risk setting.  Gifted Child Quarterly, 47, 259-271. Success in school for a gifted child in an at-risk setting depends on the efforts of the school, the teacher, the parent, and the child. This article is a longitudinal case study of one young man over his elementary school years.

Baum, S.M., Renzulli, J.S., & Hébert, T.P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39, 224-235. A common, but often unsuccessful, response to underachievement is to exhort the student to succeed. In this multiple case study gifted underachievers were placed instead into Type III enrichment situations. This approach enabled the underachievers to experience success. Many, not all, of the participants experienced some change in their behaviors: improved grades, work habits, attitude and self-esteem, motivation, and behavior.

Bélanger, J., & Gagné, F. (2006). Estimating the size of the gifted/talented population from multiple identification criteria. Journal for the Education of the Gifted, 30, 131- 163. “How many are gifted?” This question is often asked as schools evaluate their programs and services. This study estimates the probable numbers of gifted based on four identification decisions or criteria. It shows that the definition used in identification is the most important one in it effect on numbers and types of students. The number of performances or abilities included and the disjunctive or conjunctive nature of the philosophy of the program have predictable impacts on how cutoff scores are set and the proportion of the gifted actually served in a program or option.

Bharath, S. (2004). Gifted ninth graders’ notions of proof: Investigating parallels in approaches of mathematically gifted students and professional mathematicians. Journal for the Education of the Gifted, 27, 267-292.

Borland, J.H., & Wright, L. (1994). Identifying young potentially gifted, economically disadvantaged students. Gifted Child Quarterly, 38, 164-171. It is possible to identify gifted students in the most run down inner-city schools. The authors used a flexible identification approach with no numeric summing of scores, opportunities in class for demonstrating potential, and a summer program for those with the best chance of being gifted.

Bouchard, L.L. (2005). An instrument for the measure of Dabrowskian overexcitabilities to identify gifted elementary students. Gifted Child Quarterly, 48, 339-350. This study wanted to create an instrument that would measure overexcitabilities (OE) in elementary aged children, and to discover if there was a relationship between giftedness and the presence of the five overexcitabilities. Teachers were given questionnaires to fill out about their gifted or nonidentified student(s). Higher Intellectual OE and lower Psychomotor OE proved to be good indicators of giftedness, while Sensual, Emotional, and Imaginational OE were weak indicators. Parents would be more apt at identifying Sensual, Emotional, of Imaginational OE than the teachers, this may have contributed to their low significance. An instrument was developed to identify overexcitabilities in gifted children who might have been missed through standardized testing. The findings also implicate questions regarding students who have high Psychomotor OE and are passed up for gifted identification, and nonidentified students who have high Intellectual OE that have not been identified for gifted programs.

Bracken, B.A., & Brown, E.F. (2008). Early identification of high-ability students: Clinical assessment of behavior. Journal for the Education of the Gifted, 31, 403-426. Teachers using the Clinical Assessment of Behavior (CAB) protocol were able to identify gifted students including culturally diverse ones. Additionally, high-ability students had significantly higher adjustment when compared to typically students. They also showed adaptive strengths on the CAB Social skills and Competence scales.

Bracy, G.W. (1996). International comparisons and the condition of American education. Educational Researcher, 25(1), 5-11. Note: This is a non-empiric review. Comparisons of American education to schools in other countries may not be accurate or fair. This article describes a systematic bias in reporting the "failure" of America schools. The evidence reported by critics is reexamined and different conclusions reached. American schools are performing at a much higher level than is usually presented.

Briggs, C.J., Reis, S.M., & Sullivan, E.E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145. The successful identification and participation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty gifted increased in this qualitative study of 7 programs nationally with modified identification procedures, program-support systems, matching curriculum to the CLED students, building strong parent/home connections, and use of evaluation practices that highlight avenues to CLED gifted students’ success.

Brown, S.W., Archambault, F.X., Zhang, W., & Westberg, K.L. (1995, Spring). A follow-up study on the interaction effects on the classroom practices survey. The National Research Center on the Gifted and Talented Newsletter. 6-9. Training does help teachers make appropriate interventions for gifted learners. Teachers with formal university training provided the most modifications. Trained teachers modified content both for gifted and other students. District staff development was useful in improving questioning and thinking components, use of enrichment centers, and reading and writing assignments. Cluster arrangements of five or more gifted learners with trained teachers benefited the gifted learners and had a positive effect on the curriculum experiences of all students in the cluster classroom.

Brown, S.W., Renzulli, J.S., Gibbins, E.J., Siegle, D., Zhang, W., & Chen, C. (2005). Assumptions underlying the identification of gifted and talented students, Gifted Child Quarterly, 49, 68-79. This article presents assumptions on the identification process of the gifted, resulted from sample of nation wide survey taken by classroom teachers, teachers of gifted, administrators, and consultants. Respondents preferred the use of individual expression criteria for identification, ongoing assessment, multiple criteria for identification and consideration of contextual. They opposed restricting identification to the sole use of achievement or IQ scores.

Callahan, R.M. (2005). Tracking and high school English learners: Limiting opportunities to learn. American Educational Research Journal. 42, 305-328. The purpose of this study was to determine which two variables, academic (ability) track placement or English proficiency, was more highly correlated with achievement of the high school English Language Learners (ELLs) in a rural California school district. While extant theory and rhetoric support instructional models for ELLs that emphasize language acquisition, the findings of this study indicate that successful participation in a more rigorous academic program (as measured by the number of high rigorous classes taken) was highly correlated with achievement as measured by SAT9 scores, grades, and credits earned. While recent immigrants with a high amount of schooling showed a slightly higher enrollment in college-preparatory work, scores prove to be below a 0.67 minimum ratio set a standard for acceptance into the state university system. The findings indicate support to the need for greater academic rigor for ELLs.

Cassady, J., Neumeister, K., Adams, C. Cross, T., Dixon, & F. Pierce, R.  (2004). The differentiated classroom observation scale. Roeper Review, 26, 139- 146. This article presents Differentiate Classroom Observation Scale (DCOS) that was developed to examine the differential learning activities and experiences of gifted in classrooms. The scale could be used for observation of gifted teachers or teachers might use it for personal growth and peer review and reflection on the quality of their interventions for the gifted.

Chae, P.K., Kim, J.H., Noh, K.S. (2003). Diagnosis of ADHD among gifted children in relation to KEDI-WISC and T.O.V.A. performance. Gifted Child Quarterly, 47, 192-201.  This study done in Hong Kong found several normal instruments for assessing ADHD may under-represent the ADHD gifted population as these students’ higher cognitive ability masks their ADHD.

Chamrad, D.L., Robinson, N.M., Janos, P.M. (1995). Consequences of having a gifted sibling: Myths and realities. Gifted Child Quarterly, 39, 135-145. Unlike some earlier reports, this study did not find negative consequences for having a sibling who is gifted. On the contrary, having a gifted sibling lead to positive consequences as viewed by self, sibling, and mother. Some advantages included: decreased anxiety, better behavior, and are described by sibling and mother in more positive terms. If tensions exist in families with one or more gifted children, we should look beyond the children's giftedness as the basic source of problems in the family.

Chan, D.W. (2003). Assessing adjustment problems of gifted students in Hong Kong: the development of the student adjustment problems inventory. Gifted Child Quarterly, 47, 107-117.      The study identified six coping strategies of gifted students to help them fit into school setting with other students. Helping students reduce or eliminate copying strategies mostly with active strategies such as valuing peer acceptance despite giftedness and involvement in activities. Passive approaches included such as denying their giftedness or the importance of popularity were also used. Younger males, with lower aptitude scores were most likely to engage in passive approaches.

Chan, D.W. (2004). Social coping and psychological distress among Chinese gifted students in Hong Kong. Gifted Child Quarterly, 48, 30-41. Chinese students used social coping strategies such as denying their giftedness, attempting avoidance, discounting popularity. These were correlated with psychological stress: health concerns, anxiety, sleep problems, dysphoria, or suicidal ideas. Gifted students reported more using active than passive strategies. These strategies were linked to psychological distress: attempting avoidance and denying their giftedness.

Chan, D.W. (2005). Family environment and talent development of Chinese gifted students in Hong Kong. Gifted Child Quarterly, 49, 211-221.

Chan, D.W. (2007). Gender differences in spatial ability: Relationship to spatial experience among Chinese gifted students in Hong Kong. Roeper Review, 29, 277-282. Spatial ability was measured by mental rotations spatial experiences. Results showed boys doing better in spatial abilities. Girls were slightly more active in visual arts. Spatial experiences seemed to have a positive effect on spatial ability in girls suggesting that they be encouraged to participate in these kinds of activities.

Chan, D.W. (2007). Leadership competencies among Chinese gifted students in Hong Kong: The connection with emotional intelligence and successful intelligence. Roeper Review, 29, 183-189. Gifted students in Hong Kong rated on leadership traits and behaviors found they showed more goal orientation, less leadership flexibility and self-efficacy. They perceived greater strengths in social skills and use of emotions than in their management of emotions and empathy. Leadership was best predicted by practical abilities and management of emotions.

Christopher, M., Thomas, J. & Tallent-Runnels, M. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roper Review, 26, 166-171. The participants in the study were able to use the online discussion in an online graduate training course as a means of analyzing and applying knowledge in their responses. Additionally, teachers developing online secondary classes for the gifted could use the techniques as a way to improve discussion in classes.

Coates, D. (2006). ‘Science is not my thing’: Primary teachers’ concerns about challenging gifted pupils. Education, 34, 49-64. This study of one school in England and its teachers, specifically in relation to students gifted in the area of science. The study reports the teachers did not have deep science knowledge or understanding, saw science investigations as the most difficult thing they did in school, and an expressed desire to match science to the needs of the gifted students.

Cohen, R., Duncan, M., & Cohen, S.L. (1994). Classroom peer relations of children participating in a pull-out enrichment program. Gifted Child Quarterly, 38, 33-37. Children in pullout programs make friends both in and out of the regular class. Being in a pullout program does not reduce the number of friends they have. they are arcuate in naming their friends. Gifted students are less likely to be aggressors or victims in the classroom.

Coleman, L.J. (1994). "Being a teacher": Emotions and optimal experience while teaching gifted children. Gifted Child Quarterly, 38, 146-152. Teachers may experience a psychological phenomena called flow when teaching gifted classes. Flow is an optimal experience associated with a sense of deep enjoyment so rewarding we will expend a great deal of energy to re-experience it.

Coleman, L.J., Guo, A., & Dabbs, C.S. (2007) The state of qualitative research in gifted education as published in American journals. The Gifted Child Quarterly, 51, 51-63.  There were 124 qualitative studies published between 1985-2003 in major American gifted journals. Of these 40 followed strong qualitative standards while the rest either had minimal or weak qualitative design feature or were really better described as quantitative studies. Standards included: relevance of results to phenomenon studies, participants must understand it, results would make sense in similar contexts, and participants can use results in controlling their lives.

Cooper, E.E., Ness, M., Smith, M. (2004). A case study of a child with dyslexia and spatial-temporal gifts. Gifted Child Quarterly, 48, 83-94.  Three-year case study of dyslexic gifted boy showing how services in the classroom, in the special education room, and with gifted program were needed to address his many needs

Cross, T.L., Speirs-Neumeister, K.L., & Cassady, J.C. (2007). Psychological types of academically gifted adolescents. The Gifted Child Quarterly, 51, 285-294. Myers-Briggs profiles of students attending the Indiana Academy found these students tended to be INTJ, INTP, INFP, ENFP and ENTP. Males were more introverted (I) and females more extraverted (E). Overall, all students tended towards the intuitive-perceiving (NP) preference.

Cross, T.L., Stewart, R.A., Coleman, L.J. (2003). Phenomenology and its implications for gifted studies research: Investigating the Lebenswelt of Academically Gifted Students attending an elementary magnet school. Journal for the Education of the Gifted, 27, 201-220.           This study examined the “lived experiences” of highly able upper elementary students who attend magnet schools for gifted. The things that appealed to them were the quality of their teachers, their freedom to pursue areas of interest, and the challenge of fast pace and complexity of work. This placement allowed them to experience less and be less affected by teasing and ridicule of others. They did not like the distance between school and home and the burden of having the ‘role’ of gifted student.

Cunningham, L.G., & Rinn, A.N. (2007). The role of gender and previous participation in a summer program on gifted adolescents’ self-concepts over time. Journal for the Education of the Gifted, 30, 326-352. Gifted students who attended an intense 3-week summer program had no significant change in academic self-concept during the program (no big fish in a little pond effect). Significant increases were found to general self concept and emotional stability self concept (although the effect sizes for both were small).

Daugherty, M., & White, C.S. (2008). Relationships among private speech and creativity in Head Start and low-socioeconomic status preschool children. Gifted Child Quarterly, 52, 30-39. Head Start Pre-K students’ private speech was correlated to originality and fluency on Torrance’s Thinking Creatively in Action and Movement. This suggests that self-regulating private speech (as noted by Vygotsky) relates to creative thinking and listening to and noting the private speech of young children may provide an inexpensive means of identifying creative children from various cultural and economic backgrounds.

Deary, I.J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13-21. The g-factor on an intelligence measure from over 70,000 (United Kingdom)  children at age 11 correlated highly with success on 25 end-of-program examinations at age 16. The next largest factor explaining variance (although about a magnitude less) was verbal ability. There were no differences in girls’ g –factor scores, but girls performed significantly better than boys in all 25 end-of-subject tests except physics.

Delcourt, M.A.B. (2003).  Five ingredients for success: Two case studies of advocacy at the state level. Gifted Child Quarterly, 47, 26-37. The five ingredients found in the effective advocacy reported in this study were: Passion, Preparation, Inspiration, Perseverance, and Serendipity. Also, it helps to find sympathetic advocates in state government.

Delcourt, M.A.B., & McIntire, J.A. (1993, Winter). An investigation of student learner outcomes: Results of a program satisfaction survey. NRC/GT Newsletter, 6-7. Students, teachers and administrators, and parents of gifted students in grades 3, 4, and 5 were questioned about their satisfaction with various program format options. Inclusive settings were the least satisfying for all groups; they were the least likely to challenge or present new content to gifted students. More homogeneous settings (special schools, special classes, and pullout) were perceived as a benefit for the child. Achievement was better, students had better social relations, more self confidence, and better attitudes towards school.

Delcourt, M.A.B., Cornell, D.G., & Goldberg, M.D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51, 359-381. This 2-year study of elementary school gifted explored the effects on the students cognitively and affectively. Not surprisingly, no single kind of gifted program or intervention addressed all the needs of gifted students. The gifted in special schools for the GT, separate GT classes, and GT pullout performed substantially better than equally gifted students left in the regular classrooms for within-class differentiation. No differences between grouping arrangements and the social issues of numbers of friends and popularity were found. Gifted in special schools had the lowest academic self-confidence, preferences for challenging work, sense of acceptance by peers, and internal orientation. Although this seems counter-intuitive, the effects of the more rigorous programming is a desirable and short-term consequence of finally being in a challenging setting.  Additionally, the study points out that schools may be forgetting to deal with social and emotional issues in the more academically challenging programs assuming they are OK.

Dikaya, L.A., & Ermakov, P.N. (2008). Peculiareities of hemispheric interactions in gifted children with different cognitive orientation. International Journal of Psychophysiology, 69, 281-282.  This Russian study found greater hemispheric interactions for gifted adolescents (8-11^th grade) when solving problems. Right hemispheric activity was associated with a cognitive orientation towards natural science. Among these science oriented gifted adolescents, those with the highest verbal ability showed the most mixed hemispheric activity, non-verbal ability was associated with right-side activity, verbal creativity was associated with left-side activity, and mixed hemispheric activity was highest for non-verbal creativity. In seniors with a cognitive orientation towards social science mixed hemispheric types showed the highest levels of general ability. Increased hemispheric interactions (regardless of cognitive preferences) lead to verbal intellect and non-verbal creativity.

Dingle Swanson, J. (2007). Policy and practice: A case study of gifted education policy implementation. Journal for the Education of the Gifted, 31, 131-164.  Reform movements in general education from 1984-2004 had a non-linear effect on policy for gifted programs in this study from South Carolina. Three groups were identified and interviewed: policy makers, linkers, and adopters. Members of the three groups saw the changes differently and had different interests. Details are provided. Leadership and accountability were two major factors associated with the quality and speed of change.

Dixon, F.A., Lapsley, D.K., Hanchon, T.A. (2004). An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48, 95-106.  A comprehensive investigation of high school gifted which identified four types of perfectionism, some positive and some negative. The negative manifestations included those students who perfectionism was constant and disabling and those whose perfectionism had mixed manifestations. The article helps understand how to address each situation.

Dreuss, L. & Dubow, E. (2004). A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review, 26, 105- 111.  Gifted children differed from typical children in their greater use of internal problem solving strategies rather than the typical approach of seeking the help of adults or others to solve problems  for them when confronted with stressful school or peer situations. Gifted programs were the probable source of these strategies. Gifted boys used the least variety of techniques for solving stressful problems.

Dunn, L.W., Corn, A.L., Morelock, M.J. (2004). The relationship between scores on the ICMIC and Selected Talent Domains: an investigation with gifted adolescents. Gifted Child Quarterly, 48, 133-142. Who is more fantasy prone: gifted children in math, chemistry, computer science, or creative writing classes? The creative writing students were the most and the chemistry students the least although there were some in all classes. 20% of the gifted attending the summer program were fantasy prone as compared to 4% in the general population.

Dwairy, M. (2005). Parenting styles and mental health of Arab gifted adolescents. Gifted Child Quarterly, 48, 275-286. This study compared the effect of different parenting styles on mental health of middle class adolescent Arab students in Israel. As in other population groups an authoritative parenting style was the most effective parental style for families of gifted. These homes were marked by family cohesiveness, mutual support, and expressiveness. Gifted children in these families had the most positive feelings about their parents.

Edmunds, A.L., & Edmunds, G.A. (2004). Sensitivity: A double-edged sword for the pre-adolescent and adolescent gifted child. Roeper Review, 27, 69-77.  The authors studied a precocious young boy with heightened sensitivity.  This sensitivity touched all areas of his life and was evident in his writings.    There is a need to support the child’s heightened sensitivity while also focusing on curricula and talents.  We must educate the whole child and take his/her needs into consideration.

Elmore, R.F., & Zenus, V. (1994). Enhancing social-emotional development of middle school gifted students. Roeper Review, 16, 182-185. Cooperative learning was used with a class of students in an accelerated grade six math class. Students were all mathematically talented. Teams were made up of one child with very high aptitude, two children with moderately high aptitude, and one child with relatively low (but high for sixth graders in general) skills. The greatest achievement gains were shown by the relatively low students. The most apt students had the least tolerance for the cooperative learning experience. There was an increase in social self-esteem for all participants.

Feng, A.X., VanTassel-Baska, J., Quek, C., Bai, W., & O’Neill, B. (2004). A longitudinal assessment of gifted students’ learning using the Integrated Curriculum Model (ICM): Impacts and perceptions of the William and Mary language arts and science curriculum. Roeper Review, 27, 78-83.

Fiskin, A.S., Kampsnider, J.J., & Pack, L. (1996). Exploring the WISC-III as a measure of giftedness. Roeper Review, 18, 226-231. This study explores the subtest scatter that gifted learners show on the WISC-III. It has a good review of the literature on strengths and weaknesses of the various WISC tests. Selection of the WISC-III implies making a district has made a decision about what it means by giftedness. Districts using the WISC-III should be sure this is a deliberate choice on their part.

Ford, D.Y., & Naglieri, J.A. (2005). Increasing minority children’s participation in gifted classes using the NNAT: A response to Lohman. The Gifted Child Quarterly, 49, 29-36. This article is a response to the review of their first article about the Naglieri Nonverbal Ability Test (NNAT) in 2003. Naglieri and Ford argue that Lohman and Elizabeth Hagen’s CogAT is very similar to an achievement test, namely the ITBS. They analyzed questions from each section of each test and found them to be remarkably similar. Naglieri and Ford stated acknowledged their discrepancies, but argue they never intended to get a sample representative of the U.S. population, only three similar comparison groups. The authors stated that the NNAT is used to screen for the underachievers or potentially gifted students. They argue that giftedness is a measure of ability, and therefore a test of ability should not include measures of achievement. An important point made by the authors, was that there should be a variety of instruments to test for giftedness because there is such a diverse group of gifted learners.

Friedman, L. (1995). The space factor in mathematics: Gender differences. Review of Educational Research, 65, 22-50.Are girls different than boys in understanding and benefiting from spatial relationships? For most children and youth there is no advantage for boys over girls. In gifted population, girls show a stronger relationship between mathematical skills and spatial ability.

Gagne, F. & Gagnier, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review, 26, 128- 138.  This study found no socio-affective differences between early entrants to kindergarten and equally able students who entered at the normal time. Some students did have socio-affective problems, but these were intellectually slow boys whose birthdays were close to the entry cut-off date (relatively young, intellectually below average). The assessment was done when the students were in grade 2.

Gagne, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49, 139-153. This study examines the increasing gap of knowledge and skills that occurs during the first nine years of formal schooling between the fastest and slowest learners. It was found that using the developmental standard score (SS) norms of the Iowa Tests of Basic Skills (ITBS) that the range between the fastest and slowest learners exceeded the 8-year gap in knowledge between 1^st – 9^th grade students. The gap widens 145% between these same grades. Such gaps should not be viewed as failure within the educational system, but should be recognized as confirmation of individual differences and provisions should be put into place to respond to the needs of the individual.

Gallagher, J.J., & Coleman, M.R. (1995). Perceptions of educational reform by educators representing middle schools, cooperative learning, and gifted education. Gifted Child Quarterly, 39, 66-76. This study verifies what many of us feel, that individuals in the middle school and cooperative learning movements do not share beliefs with individuals in the gifted movement. Those in cooperative learning circles disagree on practically all issues investigated. Middle school advocates disagreed mainly about ability grouping and the social consequences of labeling someone "gifted." Rather than arguing about who is right, we would benefit more from looking at practices that work and noting when and why they work.

Gamoran, A., Nystrand, M., Berends, M., & LePore, P.C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32, 687-715. Eighth and ninth grade students English students grouped in honors, regular, and remedial classes were studied. Contrary to expectations, few differences in instructional discourse were found between the honors and remedial classes (the kinds of classroom interactions were quite similar). Most achievement inequalities could be reduced by raising the caliber of instructional content and discourse in regular and remedial classrooms, not by eliminating honors or gifted classes.

Geake, J.G., & Gross, M.U.M. (2008). Teachers’ negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52, 217-231. This study sought to understand the common teacher attitude that making special arrangements for the gifted is not good because they will “not know how to get along or fit in with others” in adult life. A semantic differential assessment test was given to many teachers in several countries and teacher’s negative feelings towards the gifted clustered in three areas of negative feelings toward the high ability of the students, social misfits, and antisocial leaders. The author’s hypothesize that these attitudes reflect adaptive behaviors from our earliest ancestors who would have been suspicious of anyone who differs from the group. Those teachers in gifted professional development programs especially ones where they were specifically charged with reflecting on their personal responses to the gifted and their learning needs had much more positive attitudes and much lower fears about the gifted.

Gentry, M. & Keility, B. (2004). Rural and suburban cluster grouping: Reflections on staff development as a component of program success. Roeper Review, 26, 147 – 155. After reviewing staff development records in schools the authors put forward a plan for effectively offering GT staff development. A set of five steps are outlined in the article.

Gentry, M., Hu, S., & Peters, S.J. (2008). Talented students in an exemplary career and technical education school. Gifted Child Quarterly, 52, 183-198. Career and Technical Education (CTE) gifted are not often studied or served by gifted programs. This study of an exemplary CTE center and experiences of talented rural secondary students suggest practical parallels between good CTE and more academically-oriented gifted programs. Good practices found in these CTE and rural programs included: individualization, student-centered meaningful choices, instructors and developers of talent, and participation in CTE student organizations.

Goetz.T., Preckel, F., Zeidner, M., & Schleyer, F. (2008). Big fish in big pond: A multilevel analysis of anxiety and achievement in special gifted classes. Anxiety Stress Coping, 21, 185-189. In this Israeli study, the test anxiety level of gifted students in special schools for the gifted (grades 4-9) was assessed. In general, when grouped with others of similar or higher ability, anxiety went up. Anxiety was lower when grouped with students with lower ability. Having a strong academic self concept reduced the anxiety of the gifted with ability peers. In short: gifted have little anxiety in regular classes, it goes up when grouped with ability peers, but it comes back down as they are successful and strengthen their academic self concept.

Gonzalez, V. (2006). Profiles of cognitive developmental performance in gifted children: Effect of bilingualism, monolingualism, and socioeconomic status factors. Journal of Hispanic Higher Education, 5, 142-170. This study looked at 4.5-6.5 year old Hispanic children in a US city, either bilingual with no proficiency in either English or Spanish or who were monolingual middle- to high-level SES Spanish speakers in Lima, Peru. Nonverbal measures functioned well across the three groups. Bilingualism enhanced children’s ability to think at a meta linguistic level. when comparing bilingual and monolingual children’s mental processes, in relation to common or general classification criteria for both animate and inanimate cultural referents, results showed developmental (a) continuities in relation to nonverbal classification tasks and (b) discontinuities in relation to verbal classification tasks.

Gottfried, A.W., Gottfried, A.E., Cook, C.R., & Morris, P.E. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49, 172-186. This study compared students with gifted academic intrinsic motivation to a cohort group.  They found the students with gifted intrinsic motivation to perform better in regard to motivation, achievement, classroom functioning, intellectual performance, self-concept, and postsecondary educational progress.   This can be used to support motivation as criterion for selection in gifted programs.  This shows a need for teachers to examine motivational parts of their programs and a need for program development.

Grantham, T.C. (2003). Increasing black student enrollment in gifted programs: an exploration of the Pulaski Country Special School District’s advocacy efforts. Gifted Child Quarterly, 47, 46-65.  Changing gifted education in a lower SES, minority urban community started with a court order, had Board support and policy changes, a supportive superintendent, helping parents understand that gifted is good for their children, increasing the Black educators’ involvement, and expanding the view of gifted among all educators.

Greene, J.A., Moos, D.C., Azevedo, R., & Winters, F.I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Computers and Education, 50, 1069-1083.  Much research shows that the gifted have different self-regulatory strategies when engaged in a learning task. This study found that they not only had different strategies, but they used these more sophisticated strategies to solve the problems quickly. Results suggest scaffolding techniques would help non-gifted and even gifted solve problems more effectively.

Gross, C.M., Rinn, A.N., & Jamieson, K.M. (2007).Gifted adolescent’s overexcitabilities and self-concepts: An analysis of gender and grade level. Roeper Review, 29, 240-248. Female adolescents in this study had higher sensual, imaginational, and emotional overexcitabilities (OEs). Older adolescents showed greater intellectual OEs. There were weak correlations between OEs and self concept dimensions but in the directions predicted; possibly indicating that OEs may affect specific dimensions of self concept.

Gross, M.U.M. (2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, 49, 154-171.  Individual case studies and cohort studies of students who have radically accelerated are reviewed regarding combinations of procedures that result in successful acceleration, variables that appear to predict success and cognitive and affective outcomes. The literature concerning radical acceleration strongly supports the wider adoption of this most successful intervention.

Gross, U.M. & van Vliet, H.E. (1994). Radical acceleration: Responding to academic and social needs for extremely gifted adolescents. Journal of Secondary Gifted Education, 5, 7-18. The social self-concept of very gifted students may actually be lowered (as much as one standard deviation) by leaving them in mixed ability classrooms. When the very bright children, IQ over 160, were allowed to accelerate two or more years they had social self-concepts one standard deviation above their age peers.

Guldemond, H., Bosker, R., Kuyper, H., & van der Werf, G. (2007). Do highly gifted students really have problems? Educational Research and Evaluation, 13, 555-568. The level of students’ IQ was a significant predictor of whether they were more likely to have underachievement problems and lack of success is school. The moderately gifted (IQ 120-129) were more likely to have these issues. Most gifted we see in school fall into this group.

Gustin, W.C., & Corazza, L. (1994). Mathematical and verbal reasoning as predictors of science achievement. Roeper Review, 16, 160-162. Students in a high-level summer science program performed best when they had both high mathematical and high verbal scores. This reminds gifted math and science students that it is important to improve their verbal performance along with their math performance.

Gutiérrez, R., & Slavin, R.E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis. Review Educational of Research, 62, 333-376. More homogeneous groups allow teachers to define more specific objectives for instruction, and children receive greater amounts of direct teaching. (p. 348)" The study found that achievement gains are more likely when there is an increase in the homogeneity of the group taught, cross-grade grouping by subject areas to facilitate homogeneity, and more direct teacher instruction and corresponding reduction in "busy work".

Hammond, D.R., McBee, M.T., & Herbert, T.P. (2007). Exploring the motivational trajectories of gifted university students. Roeper Review, 29, 197-205. Factors that lead six gifted students, now in college, towards success were independence from family, finding and fitting into the social system, desire to overcome challenges in their lives, internal will, and a need for recognition.

Hannah, C.L., & Shore, B.M. (1995). Metacognition and high intellectual ability: Insights from the study of learning-disabled gifted students. Gifted Child Quarterly, 39, 95-109. There were similarities in the use of meta-cognitive skills by gifted and gifted LD students. The study also supports the importance of efficient use of metacognitive skills in being gifted.

Hannah, C.L., & Shore, B.M. (2008). Twice-exceptional students’ use of metacognitive skills on a comprehension monitoring task. Gifted Child Quarterly, 52, 3-18. Learning-disabled gifted boys in 11^th and 12^th grades were more likely to monitor and evaluate their comprehension than LD-gifted boys in grades five or six on challenging history texts. This suggests that the LD-gifted learn “think out loud” cognitive and metacognitive strategies and can perhaps be taught them earlier, which would produce greater school success and confidence.

Hansen, J.B., & Feldhusen, J.F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38, 115-123. Teachers who receive university training are much more likely to provide appropriate experiences to students in their classrooms. Students in these teachers classes say the trained teachers teach better and the students are more motivated towards school.

Hartnett, D., Nelson, J., & Rinn, A. Gifted or ADHD? (2004). The possibilities of misdiagnosis. Roeper Review, 26, 73 – 46. Graduate students in counselor training programs, did not make distinctions between the characteristics of ADHD and those of giftedness. This inability seems to reflect a lack of such training in their graduate programs.  Lack of clarity could produce misdiagnosis of student behaviors with implications for the establishment of improper program planning for the student.

Hebert, T.P., & McBee, M.T. (2007). The impact of an undergraduate honors program on gifted university students. The Gifted Child Quarterly, 51, 136-151. These students experienced a sense of isolation prior to college because of their different abilities, interests, life goals, religious value systems, and communities. They found peers with similarities in these areas in the Honor’s program. The need for positive mentoring for the gifted in college programs such as Honor’s is pointed out in the conclusions.

Hertberg-Davis, H., & Callahan, C.M. (2008). Gifted student’s perceptions of Advanced Placement and International Baccalaureate Programs. Gifted Child Quarterly, 52, 199-216. This study of 200 students in 23 high schools across the US found that, for many gifted students in high school,  IB and AP were the first real challenges they had received in their K-12 education. AP and IB happen late in a student’s primary and secondary career meaning many students have to wait a long time for rigorous courses. AP and IB are probably the most common and often only service offered to secondary gifted. This study found that not all gifted liked the learning format of these programs which suggests we keep IB and AP but expand other services to secondary gifted.

Hertzog, N. & Bennett, T. (2004). In whose eyes? Parents’ perspectives on the learning needs of their gifted children. Roeper Review, 26, 96 – 104. Parents of gifted children in grades K-12 reported more needs for their children than were being addressed by the school, especially intellectual and creative stimulation. Interesting, parents more likely to seek help outside of school: libraries, other families, and religious programs. They did not seek as often psychological or counseling help from the schools nor did they feel school understood them as “families.”

Hertzog, N.B. (2003). Advocacy: “on the cutting edge…” Gifted Child Quarterly, 47, 66-81. Changes to gifted programs in one large urban district was the result of the leadership and pressure of one person.  This man was driven and persistent although seen by some as elitist. In part his success was do to advocating for changes in all classrooms, not just the GT classes.

Hertzog, N.B. (2003). Impact of gifted programs from the student’ perspectives. Gifted Child Quarterly, 47, 131-143. What do gifted students remember about their gifted programming when they get to college? This study of gifted students in Colleges of education and engineering found the students had had a variety of experiences in their GT programs. Commonly, though they like the programs because: they could make more and better friends, had classes where students and teachers were enthusiastic, classrooms were more learning oriented and less disruptive with more independent study, discussion and problem solving.

Hodge, K.A., & Kemp, C.R. (2007). Recognition of giftedness in the early years of school: Perspectives of teachers, parents, and children. Journal for the Education of the Gifted, 30, 164-204. This three-year study of Australian teachers found they rated more highly those young children with gifted-level test scores. Almost half of these gifted children were underestimated by at least one teacher especially where non-verbal ability was higher than verbal. Teachers more readily noticed verbal abilities than were strengths in spelling or mathematics.

Hoekman, K, McCormick, J. & Barnett, K. (2005). The important role of optimism in a motivational investigation of the education of gifted adolescents. Gifted Child Quarterly, 49, 99-110. Intellectually gifted 7^th-grade students were survey approximately halfway through their 1^st year of high school in order to investigate relationships between motivational and affective variables, commitment to schoolwork, and satisfaction with school.  The results suggest that relationships of mediating variables such as optimism, strain on coping resources, extrinsic motivation, and intrinsic motivation with satisfaction with school and commitment to schoolwork should be considered in the context of the motivational needs of gifted students.

Hong, E., and Aqui, Y. (2004). Cognitive and motivational characteristics of adolescent gifted in mathematics: Comparisons among students with different types of giftedness. . Gifted Child Quarterly, 48, 191-201. Does placement in different kinds of math classes impact attitudes? This Korean study found that students in different placements had similar beliefs about math, but the academically and creatively gifted students felt more efficacious, used more cognitive strategies, and valued learning mathematics more than the non-gifted.  Generally, gifted females put in the most effort than other groups.

Hsu, L. (2003). Measuring the effectiveness of summer intensive physics courses for gifted students: a pilot study and agenda for research. Gifted Child Quarterly, 47, 212-218.  Can talented students learn high school physics in an accelerated summer session at the same level and depth as students in a year-long course? Assessed student understanding of Newtonian Physics using the Force Concept Inventory (FCI). Summer students outperformed student in year-long courses taught in traditional ways, but not as well as students in year-long courses taught through “interactive engagement.”

Huff, R.E., Houskamp, B.M., Watkins, A.V., Stanton, M., & Tavegia, B. (2004). The experiences of parents of gifted African American children: A phenomenological study. Roeper Review, 27, 215-221. This study interviews parents of gifted African American students in Los Angeles. The concerns raised by these parents echo the concerns raised by many parents of the gifted: lack of rigor in academics, ubiquitous use of minimal pullout options, little attention to individual differences within the gifted population, and being frustrated from fighting the school system. Other concerns were more specific to their ethnic background: their children feel isolated and caught between cultures, teachers seldom know about the characteristics and mannerisms of African American gifted children, and the large district did not seem interested in keeping or recruiting children from African American families who value education.

Hunsaker, S.L., & Callahan, C.M. (1995). Creativity and giftedness: Published instruments uses and abuses. Gifted Child Quarterly, 39, 110-114. Many districts have adopted definitions that include creativity, but the assessment of creativity used may not be valid or reliable. Many districts do not have a conceptual idea of what they mean by creativity. Creativity, whatever it means to the district, is often assessed with a single quick instrument.

Ingersoll, K.S., & Cornell, D.G. (1995). Social adjustment of female early college entrants in a residential program. Journal for the Education of the Gifted, 19, 45-62. College women in an all-girls university, and women attending an all-girl boarding high school, and female early college entrants in a residential program all evidenced good overall social adjustment. Some differences were observed, but it is unclear whether the differences were do to being in single sex institutions, selection bias, and use of self-reporting data. The study looked at social adjustment as: social activity, social skills, social conformity, social confidence, and social support.

Johnson, D.T., Boyce, L.N., & VanTassel-Baska, J. (1995). Science curriculum review: Evaluating materials for high-ability learners. Gifted Child Quarterly, 39, 36-44. The BSCS Biology text book was the only text that rated high on the authors set of quality standards for gifted science materials. Several modular and supplementary materials were rated high: Challenge of the Unknown, Chemical Education for Public Understanding Program, Elementary Science Study (ESS), Full Option Science System (FOSS), Great Explorations in Math and Science (GEMS), Insights: A Hands-on Elementary Science Curriculum, and The Voyage of the Mimi.

Jolly, J.L. (2008). Gifted education research 1994-2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31, 427-446. Gifted education studies from 1994-2003most often dealt with the topics of special populations, gender, ethnicity, and socio-emotional aspects. The study provides nice categorizations of the topics of research on the gifted from this period.

Junge, M.F., & Dretzke, B.J. (1995). Mathematical self-efficacy gender differences in gifted/talented adolescents. Gifted Child Quarterly, 39, 22-28. This study of high-school gifted girls found them less sure of their mathematics ability than gifted boys. They were less confident of their chances for success in college-level math classes, they avoided taking advanced math classes, and were less interested in math related college majors or in pursuing math-related careers.

Kane, J., & Henning, J.E. (2004). A case study of the collaboration in mathematics between a fourth-grade teacher and a talented and gifted coordinator. Journal for the Education of the Gifted, 27, 243-266. This case study describes how a fourth-grade teacher and a TAG coordinator collaborated in improve services for advanced learners without the support of university faculty and with limited resources.  Given the shortage of resources and the highly competitive demands for time during the school day, implementation of such collaborations is likely to be accomplished over extended periods of time.

Kao, C., & Hebert, T.P. (2006). Gifted Asian American adolescent males: Portraits of cultural dilemmas. Journal for the Education of the Gifted, 30, 88-117. The social-emotional development, acculturation and intergenerational conflicts of two second generation Asian American (Taiwanese) males were studied in detail. Educators may get some deeper insights into the complexity and competing pressures faced by at least some Asian American gifted students who are sometimes considered the “model minority.”

Kaufman, J.C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way? Gifted Child Quarterly, 49, 260-265. It is hard to find enough qualified experts to judge all of the creative writing done by gifted students. Could the gifted themselves be good judges of creative writing? This study explored how closely the rankings of student written short stories and poetry by gifted high-school juniors compared to rankings of the same works by creativity experts. The findings indicate that gifted novices reliably produced ratings very similar to those of the experts. Gifted writers make good judges for each other’s work.

Kennedy, D.M. (1995). Glimpses of a highly gifted child in a heterogeneous classroom. Roeper Review, 17, 164-168. A highly gifted child may not be easy for a school to deal with. This case study examines the interactions between Joshua and his classmates, teacher, and school. To be successful, school interventions for highly gifted children, including acceleration, must deal with both cognitive and affective aspects of their giftedness. Placing highly gifted children with his/her mental peers benefits both the child and the students back in the regular classroom. Radical acceleration is a good idea for some highly gifted children.

Kennedy, D.M. (2003). Custer, South Dakota: “Gifted’s” last stand. Gifted Child Quarterly, 47, 82-93.  What makes advocacy effective in a small town environment? This study suggests that having parents who are advocates for the program and not just their child, broad dissemination of information, engaging the superintendent in a dialogue, and a program with a history help (so does having Board members with children in the program)

Kim, J., & Ko, Y. (2007). If gifted/learning disabled students have wisdom, they have all things. Roeper Review, 29, 249-258. An interesting historic study of geniuses with learning disabilities (Niels Bohr) with Robert Oppenheimer, and Enrico Fermi selected as eminent but not LD. The authors argue that Bohr made better use of wisdom and by doing so achieved an eminence equal to Fermi and exceeding Oppenheimer). Wisdom is a mathematical calculation for this study of a ‘wisdom sphere” based on Sternberg’s definition of wisdom.

Kitano, M.K., & Lewis, R.B. (2007). Examining the relationships between reading achievement and tutoring duration and content for gifted culturally and linguistically diverse students from low-income backgrounds. Journal for the Education of the Gifted, 30, 295-325. Linguistically-diverse, low-income identified gifted students in grades 3-5 benefited from tutoring in decoding and comprehension. English learners in this group benefited the most.

Kulik, J.A. (1993, Spring). An analysis of the research on ability grouping. NRC/GT Newsletter, 8-9. Who is hurt when various types of grouping are eliminated? This study indicates that least harm is caused by the removal of grouping by general ability that doesn’t do much differentiation of content, materials, or strategies; achievement of the "high group (typically these are not gifted groups but kids who are above average)" will fall slightly, but others’ achievement will stay about the same. Greater harm will come from the elimination of groups that currently adjust the content, materials and strategies to the level of student need. All students suffer in this case. Greatest harm will come from eliminating enriched or accelerated classes for the gifted. There will be a dramatic drop for the brightest, and no gain in achievement for average or slow learners.

Kun, H.L., Choi, Y.Y., Gray, J.R., Cho, S.H., Chae, J., Lee, S. & Kim, K. (2006). Neural correlates of superior intelligence: Stronger recruitment of posterior parietal cortex. NeuroImage, 29, 578-586. This study from the neurosciences explored where in the brain the neural bases of superior intelligence are found for adolescents. Challenging tasks increased regional activity in the bilateral fronto-parietal network. However, the regional activations of the gifted group were significantly stronger in the posterior parietal cortex. Higher order cognitive functions, such as general intelligence, may be processed by the coordinated activation of widely distributed brain areas and that exceptional g ability may be attributable to the functional facilitation rather than the structural peculiarity of the neural network.

Lee, S., & Olszewski-Kubilius, P.  (2005). Investigation of high school credit and placement for summer coursework taken outside of local schools. Gifted Child Quarterly, 49, 37-50. Summer programming that provides accelerated coursework has been a viable option for many years in the field of gifted education. However, students and parents may find that acknowledgement of the summer coursework through the granting of credit or proper course placement may not occur at their local school level. This study surveyed 262 middle and high school administrators of students that had attended a university based program at the Center for Talent Development (CTI).  Data revealed how local schools respond to outside-of-school summer programs, with emphasis on the awarding of credit and appropriate placement. It found the school’s responses and policies conservative and that parent’s need to actively petition for the credit or placement of their children.

Lee, S.Y., Matthews, M.S., & Olszewski-Kubilius, P. (2008). A national picture of Talent Search and Talent Search educational programs. Gifted Child Quarterly, 52, 55-69. This study combines data for the past 35 years from the six major talent search centers in the US. Over three million students have been tested using this model. Annually about 240,00 students test a year. About 14% of these participate in at least one Talent Search sponsored activity. Disproportionate racial and economic differences point out the need for financial help to groups who might not otherwise afford or understand the value of the testing.

Lee, S.Y., Olszewski-Kubilius, P., Donahue, R., & Weimholt, K. (2007). The effects of a service-learning program on the development of civic attitudes and behaviors among academically talented adolescents. Journal for the Education of the Gifted, 31, 165-197. Civic awareness and sense of connection to the community increased after a 3-week summer program with a service learning component. The short summer program did not change civic behavior and leadership skills. Changing these may take more prolonged opportunities for the gifted.

Lewis, J.D., DeCamp-Fritson, S.S., Ramage, J.C., McFarland, M.A., & Archwamety, T. (2007). Selecting for ethnically diverse children who may be gifted using Raven’s Standard Progressive Matrices. Multicultural Education, 15,  38-42.   The Raven’s Standard Progressive Matrices, the Naglieri Nonverbal Abilities Test, and the Iowa Test of Basic Skills identify different students as gifted. This is true for minority and Caucasian children. The ITBS, a verbal achievement assessment, identified the least number of diverse potentially gifted. Of the two non-verbal abilities instruments, the Ravens found more ethnically diverse students. The Raven’s may be the best non-verbal assessment for screening diverse students.

Linn-Cohen, R., & Hertzog, N.B. (2007). Unlocking the GATE to differentiation: A qualitative study of two self-contained gifted classes. Journal for the Education of the Gifted, 31, 227-259. Parents, teachers, and students from two self-contained classrooms for the gifted were very enthusiastic about this model of curriculum delivery. The rooms were quieter, with more on-task time, and respectful than other classrooms.  Details are provided about each classroom, its makeup, its schedule, its practices, and its teachers.

Little, C.A., Feng, A.X., VanTassel-Baska, J., Rogers, K.B., & Avery, L.D. (2007). A study of curriculum effectiveness in social studies. The Gifted Child Quarterly, 51, 272-284. This is a strong quasi-experimental study of high-ability elementary and middle-school students and their response to a differentiated social studies curriculum delivered in regular classrooms. Curriculum that integrates higher-level processes and conceptual thinking activities yields content gains as strong as or stronger than direct knowledge-based instructional strategies. This is an important finding in this time of strong content standard accountability expectations. The study found that many students benefited not just the gifted but also found the additional differentiation for the gifted was beneficial to the gifted students.

Livne, N.L., & Milgrram, R.M. (2006). Academic versus creative abilities in mathematics: Two components of the same construct. Creative Research Journal, 18, 199-212. Using sophisticated statistical analysis and a large sample these researchers provide evidence of two kinds of mathematical ability: academic and creative. Two identification instruments are available to differentiate giftedness in each mathematics area and allowing schools to match the kind of interventions provided to the kinds of mathematics abilities present.

Lohman, D.F. (2005). Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test identy equal proportions of high-scoring White, Black, and Hispanic students. Gifted Child Quarterly, 49, 19-28. (also see response from Naglieri and Ford Gifted Child Quarterly, 49, 29-36) This article analyzed the faults in the data sample of Naglieri and Ford’s 2003 study. Lohman found that the ethnic sub-samples didn’t add up, and accounted for a huge discrepancy in the sample size reported. The data used was taken from a NNAT standardized test. Lohman stressed his idea of giftedness to be one of high achievement, and that there is no way that a nonverbal test alone could identify giftedness. This report calls into question the messiness of Naglieri and Ford’s sampling. It is hard to believe the study is accurate when the data is so faulty. Nonverbal tests might catch the minority students who are underachievers but have high potential, but what about the minority students who are high-achievers and not caught by achievement tests?

Lohman, D.F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49, 111-138.

Lubinski, D., Benbow, C.P., Webb, R.M., Bleske-Rechek, A. (2006). Tracking exceptional human capital over two decades. Psychological Science, 17, 194-199. Students who scored (SAT-M _ 700) or SAT verbal reasoning ability (SAT-V _ 630) as middle schoolers were tracked for over 20 years and compared to graduate students in top-rated programs tracked since 1992. The groups were comparable in career success with high career and life satisfaction. Individuals identified solely on the basis of one very high SAT score before the age of 13 achieved occupational success comparable to that of individuals attending world-class mathematics, science, and engineering graduate training programs.

Lubinski, D., Webb, R.M., Morelock, M.J., & Benbow, C.P. (2005). Top 1 in 10,000: A 10-Year Follow-Up of the Profoundly Gifted. Journal of Applied Psychology, 86, 718-729.

Marsh, H.W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: the big fish strikes again. American Educational Research Journal, 32, 285-319. Academic but not non-academic self-concepts go down somewhat when Australian gifted students move from heterogeneous settings to more homogeneous ones. These results look at changes that occur early after the move and again two years later. Other research indicates that this drop, while significant, is not large and often disappears with time.

Martin, L.R., Friedman, H.S., & Schwartz, J.E. (2007). Personality and mortality risk across the life span: The importance of conscientiousness as a biopsychosocial attribute. Health Psychology, 26, 428-436. This study looked at data from Terman’s longitudinal study (1930-2000) of gifted children in California to see if childhood or adult personality characteristics predicted how long the person would live. Contentiousness in childhood and adulthood was a strong predictor of longer life even when other things were held constant. A factor that includes extroversion-humor-outgoingness in childhood was negatively associated with long life, in adulthood it was not as predictive.

Massé, L. & Gagné, F.(1996). Should self-nomination be allowed in peer nomination forms? Gifted Child Quarterly, 40, 24-30. Self nomination is not often used even in districts which use peer nomination as part of the referral process. This study looks at the bias of individuals towards themselves. Self-nomination appears to not have any adverse effect on nominations, kids don't only identify themselves. Younger children are more likely to nominate themselves than high-school students. The instrument used in this study is a good one for districts considering use of peer or self nomination. It is based on a broad conceptualization of talent (Gagné's Project PEERS instrument and Talent development model).

Masten, W.G., Morse, D.T., & Wenglar, K.E. (1995). Factor structure of the WISC-R for Mexican-American students referred for intellectually gifted assessment. Roeper Review, 18, 130-131. The authors evaluate the factor structure of the WISC-R when used with 68 Mexican-American students (ages 6 to 16). Factor structure supports past research on the stability of the WISC-R factors. Some differences were found, but this may be due to the size of the sample in this study. The authors suggest review of strict cut-off scores used by some districts.

Matthews, D., & Kitchen, J. (2007). School-within-a-school gifted programs: Perceptions of students and teachers in public secondary schools. The Gifted Child Quarterly, 51, 256-271. Three kinds of high-school schools-within-schools were studied: gifted, International Baccalaureate, and science. Teachers and students in all found the approach strongly satisfying. But they also expressed concern about their relationship to the rest of the school who tended to perceive them as elitist and separate despite efforts to share resources. The paper gives suggestions based on their findings for making the school-in-a-school successful and well integrated.

Matthews, M.S., & McBee, M.T. (2007). School factors and the underachievement of gifted students in a talent search summer program. The Gifted Child Quarterly, 51, 167-181. This study examined underachievement behaviors of highly gifted youth attending a Talent Search summer program. Findings indicate that challenging programs for the gifted, such as intense summer opportunities, can reverse expressions of underachieving behavior provided they explicitly address both academic and social-emotional issues. These changes do not take long to occur although this study does not provide data on the longevity of the changes.

McCoach, D. B., & Siegle, D. (2007). What predicts teachers' attitudes toward the gifted? The Gifted Child Quarterly, 51, 246-255. Do teachers tell researchers what they want to hear about their attitudes towards the gifted? Apparently not, teachers answered the same regardless of their perceptions of the researcher. Training in gifted education did not affect attitudes towards the gifted, but did increase positive perceptions of the teachers themselves as gifted. Teachers’ attitudes were the similar regardless if whether or not the teacher considers him or herself to be gifted. Special education teachers had slightly less positive attitudes about the gifted than other teachers.

McCoach, D.B. (2003). SEM isn’t just the Schoolwide Enrichment Model anymore: Structural Equation Modeling (SEM) in gifted education. Journal for the Education of the Gifted, 27, 36-61. This design allowed the author to statistically look at the particular contribution of many variables towards the success of kindergarten students. Teacher’s perceptions of students based on the assessments used were the strongest predictors. This suggests that the quality of information provided to kindergarten teachers (above-level tests, aptitude assessments) will have a strong impact on the success of the child. 

McCoach, D.B., Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47, 144-154.  In this comprehensive look at high school gifted a variety of personality characteristics were investigated. Two that could accurately distinguish achieving from underachieving were measures of motivation and goal setting. Attitudes towards teachers and school and academic self-perceptions were not predictive.

McKenna, M.A., Hollingsworth, P.L., & Barnes, L.L.B. (2004). Developing latent mathematical abilities in economically disadvantaged students. Roeper Review, 27, 222-227.

Metz, K.E. (1995). Reassessment of developmental constraints on children's science instruction. Educational Research, 65, 93-127. (None empiric-review) Much of what is taught in elementary science is based on the idea that children are not developmentally ready for anything but concrete activities. This article reviews the fallacies of that argument and finds this approach not supported by Piagetian and non-Piagetian developmental literature. The research supports the use of a much richer, conceptually based, more abstract forms of science education in elementary school. It calls for raising of the ceiling on what is expected in elementary science programs.

Miller, R., Mills, C., & Tangherlini, A. (1995). The Appalachia model mathematics program for gifted students. Roeper Review, 18, 138-141. This model uses off-level testing and teacher observation to place student, often in the same classroom, in various levels of accelerated and/or enriched programming. It provides guidelines on how to do the above-level testing and how to modify the content of the various groups.

Mills, C.J. (2003). Characteristics of effective teachers of gifted students: teacher background and personality styles of students. Gifted Child Quarterly, 47, 272-281.  What personality profiles are most associated with good teachers of the gifted? In this study of top veteran teachers and the gifted students in the CTY summer programs were twice a likely to be intuitive thinkers than middle school teachers in general who were more likely to be Sensing Feelers. The majority of CTY teachers and students were Abstract-Reflective or Abstract-Active while these were the least likely profiles of Middle School teachers.

Mills, C.J., & Tissot, S.L. (1995). Identifying academic potential in students from under-represented populations: Is using the Ravens Progressive Matrices a good idea? Gifted Child Quarterly, 39, 209-217. Scores from the APM are compared to School and College Ability Test for a racially diverse group of students in a New York high school. The APM do identify more minority students and do not show gender differences. The usefulness of the APM for placing students directly into advanced-level academic classes is questioned as the APM does not correlate well to measures of school success. The authors suggest that the APM not be used alone, but be used as a screening instrument or as part of an identification battery.

Moon, S.M. (1995). The effects of an enrichment program on the families of participants: A multiple-case study. Gifted Child Quarterly, 39, 198-208. This study looks at the impact being in an elementary school enrichment program had on the families of participants. The impacts found where subtle and moderately positive. They included: wanting to share what was done, teaching family members creative thinking and problem solving, and discussing what was learned. Parent-child communication increased, there was greater family cohesion, and enhanced school-family relationships.

Moon, S.M., Feldhusen, J.F., Dillion, D.R. (1994). Long-term effects of an enrichment program based on the Purdue three-Stage Model. Gifted Child Quarterly, 38, 38-48. Longitudinal study that twice a week pullout in grades 3-5 fostered creative and critical thinking in high school and beyond. Parents and students saw long-term benefits of the three-year program.

Moon, S.M., Robison, A. (2003). A national study of local and state advocacy in gifted education. Gifted Child Quarterly, 47, 8-25.  In this summary of the entire advocacy special issue, the authors review the lessons learned across the many manifestations of advocacy. The main points learned included: change is a process not an event, it does not take a big group of people-just committed ones, and non-adversarial methods generally work best.

Moon, T.R., & Brighton, C.M. (2008). Primary teacher’s conceptions of giftedness. Journal for the Education of the Gifted, 31, 447-480. This large national study found elementary teachers had beliefs about the gifted and how best to serve them that were very traditional. They were not as aware of non-traditional gifted (cultural minorities, non-English speakers, or twice exceptional students) nor ways to identify or serve these special gifted groups.

Morelock, M., Brown, P., & Morrissey, A. (2003). Pretend play and maternal scaffolding: Comparisons of toddlers with advanced development, typical development, and hearing impairment. Roeper Review, 26, 41 – 51. Parents of gifted children were more likely to use imaginative language and interactive play while parents of children who development was typical or with children who had hearing loss. This kind of imaginative and interactive play supports the intellectual development of their children.

Morrison, W.F., & Rizza, M.G. (2007). Creating a toolkit for identifying twice-exceptional students. Journal for the Education of the Gifted, 31, 57-76. This study of successful identification practices in an urban, suburban, and rural district found that the twice-exceptional gifted fell into three group: identified gifted whose specific disability was noticed later, students with known learning disabilities whose giftedness was found later, and students who were not identified because their disability masked their giftedness. A toolkit for the identification especially of the third group is discussed (reported in detail in other studies). They also found little training had been done with teachers on the twice-exceptional GT and even if they were identified the services provided were not well aligned to their needs.

Muratori, M., Colangelo, N., and Assouline, S., (2003). Early-entrance students: impressions of their first semester of college. Gifted Child Quarterly, 47, 219-237.  Early college entrants in the National Academy of Arts, Sciences, and Engineering (NAASE) were studied to better understand their experiences in the inaugural year of the NAASE. Most expressed dissatisfaction with their high school preparation, had minimal difficulty adjusting to college, a bit more homesickness than they anticipated. This early entrance program is not radical acceleration like TAMS, but worked well and addressed the needs of the students.

Neumeister, K.L.S. (2004). Interpreting successes and failures: The influence of perfectionism on perspective. Journal for the Education of the Gifted, 27, 311-335.

Newman, J.L. (2004). Talents and Type IIIs: The effects of the Talents Unlimited Model on creative productivity in gifted youngsters. Roeper Review, 27, 84-90. This study examined a set of lessons that integrate the Talents Unlimited Model (TU: C. L. Schlichter, 1986) with the 10 steps of completing a Type III activity (J. S. Renzulli & S. M. Reis, 1985) to determine the effects of these lessons on the quality of students’ creative products and on the number of students who completed their products. This research confirms the effectiveness of integrating the TU with processes involved in creating bona fide products for real audiences.

Nobel, T. (2004). Integrating the revised Bloom’s Taxonomy with multiple intelligences: A planning tool for curriculum differentiation. Teachers College Record, 106, 193-211. The study combined multiple intelligences and the revised Bloom’s taxonomy to create a matrix.  This was used by two schools as a tool to differentiate curriculum for all students.  They found positive outcomes when using the matrix.  Teacher’s attitudes and or beliefs are facilitated when teachers change their practices and begin to see results.  It is warned that motivational techniques should not be at the expense of substance learning.

Nobel. K.D., Childers, S.A., Vaughan, R.C. (2008). A place to be celebrated and understood: The impact of early university entrance from parents’ points of view. Gifted Child Quarterly, 52, 256-268. Parents of students in the EEP program (college before age 15) reported great satisfaction with multiple aspects of their young child’s experiences in college. There satisfaction was higher and in more areas than parents of gifted young people who attended those students who entered after grade 10. Some of the strongest effects were in the area of student’s increased happiness in college and their greater academic challenge. Parents rated most highly the psychological support provided by the two programs.

Noble, K.D., Vaughan, R.C., Chan, C., Childers, S., Chow, B., Federow, A., & Hughes, S. (2007). Love and work: The legacy of early university entrance. The Gifted Child Quarterly, 51, 152-166. This follow-up evaluation of students who attended a middle-school to college early entrance program (Early Entrance Program, EEP, at University of Washington). The excitement of rigorous learning drew many to the program where they found an important peer group, intellectual stimulation, and supportive faculty. In retrospect some felt they were too young to make important decisions about academics and careers. Males were more likely to express a lack of dating partners because of age differences. Students who came to EEP at different times, as the program evolved, had increasingly positive experiences.

Noel, K., & Edmunds, A.L. (2007) Constructing a synthetic-analytic framework for precocious writing. Roeper Review, 29,125-131. Observations of the first two years of writing by a precocious writer allowed the authors to develop a framework for studying and understanding precocious writing. Eight descriptors were suggested: narrative writing with voice, with purpose, for a specific audience; and expository writing with purpose and genre, stylistic dissonance, organization, imagination, and wisdom.

Nokelainen, P., Tirri, K., & Merenti-Välimäki, H. (2007). Investigating the influence of attribution styles on the development of mathematical talent. The Gifted Child Quarterly, 51, 64-81. Attributions for success and failure in mathematics were different for individuals with different levels of mathematical aptitude and for males and females. In this Finnish study, mildly mathematically gifted individuals and all mathematically gifted females were more likely to attribute success or failure to effort. Moderately and highly mathematically gifted more commonly attributed success to ability. This suggests that the highly mathematically gifted are able to meet the most demanding tasks by adjusting their efforts and consequently ability is seen as the most important attribution

Olszewki-Kubilius, P., & Lee, S. (2004). Gifted adolescents’ talent development through distance learning. Journal for the Education of the Gifted, 28, 7-35. Through the study of a total of 186 students who took either honors or AP level courses through a gifted distance learning program, the authors found that the students’ interests in subject areas, the desire for enrichment and acceleration, and the non-availability of higher level coursework at their home schools were the major reasons for utilizing distance learning options.  Through improvements in technology and increased awareness of the need and interest of gifted students in taking distance learning courses, it may be possible to include such offerings within schools, as well as outside of school hours.

Olszewski-Kubilius, P. & Lee, S. (2004). Parent perceptions of effects of the Saturday enrichment program on gifted students’ talent development. Roeper Review, 26, 156 – 165.  Parents report favorable effects of programming on their children’s talent development, especially in academic talent development. The programs provided vigor, academic knowledge-skills-competence-motivation, and challenges they did not find in school.

Olszewski-Kubilius, P., & Laubscher, L. (1996). The impact of a college counseling program on economically disadvantaged gifted students and their subsequent college adjustment. Roeper Review, 18, 202-208. Bright and economically disadvantaged high-school students were similar to bright advantaged high school students in their basis or selecting a college, motivation to attend college, and career readiness. Three years later, once in college, they differed from the advantaged students in that they were more likely to attend in-state colleges, more likely to experience college as boring, dull, and snobbish, feel more out of place on campus, and have less "attachment" to their universities.

Olszewski-Kubilius, P., & Lee, S. (2004). How schools use talent search scores for gifted adolescents. Roeper Review, 27, 233-240. Two hundred fourteen school officials who had students participate in an academic talent search through the Center for Talent Development of Northwestern University responded to a survey regarding how they use off-level test scores for students’ talent development in school.  Data showed that generally talent search is perceived by schools as a means of providing access to outside-of-school academic opportunities such as summer and distance learning courses.  Few schools use talent search scores to design school-based educational programs or to determine eligibility for in-school gifted programs.

Olszewski-Kubilius, P., & Lee. S. (2004). The role of participation in in-school and outside-of-school activities in the talent development of gifted students. Journal of Secondary Gifted Education, 15, 107-123.

Oram, G.D., Cornell, D.G., Rutemiller, L.A. (1995). Relations between academic aptitude and psychosocial adjustment in gifted program students. Gifted Child Quarterly, 39, 236-244. This study found psychosocial adjustment was weakly but positively associated with high levels of aptitude in three samples (second graders in a suburban gifted program, fifth-eleventh graders attending a summer program for gifted, and female early college entrants). Adjustment did not go down with higher levels of aptitude as is sometimes hypothesized.

Oreck, B.A., Owen, S.V., Baum, S.M. (2003). Validity, reliability, and equity issues in an observational Talent Assessment Process in the performing arts. Journal for the Education of the Gifted, 27, 62-94. This study shows how we make assumptions about potential in students based on current performance. Specifically, children who have had performing arts experiences may appear more capable and those who have not had the opportunities, but who have more actual ability, may appear less capable. Consequently, many students, as many as 75% are being missed.

Pavlekovic, M., Zekic-Susac, M., & Djurdjevic, I. (2008). Integration of expert systems and neural networks in recognizing mathematically gifted children. Information Technology Interface, Proceedings of the ITI 2008 30^th International Conference on Information Technology Interface, 557-562.  This interesting Croatian study compared two computer-based approaches to identifying mathematically gifted children. One was an expert system software call Mathgift and the other was a set of three neural network – fuzzy logic – algorithms. The expert system produced more hits but it was not statistically greater than the neural network algorithms.

Peine, M.E. (2003). Doing grounded theory research with gifted students. Journal for the Education of the Gifted, 27, 184-200. A common complaint of gifted students’ is the excessive “waiting” they experience in classrooms. This waiting was of three basic types; the waiting that is part of classroom routine while other complete work, the teacher does things, standing in line, etc; instruction they did not need; and waiting for the others after they finish their assignments.

Perrone, K.M., Perrone, P.A., Ksiazak, T.M. Wright, S.L., & Jackson, Z.V. (2007). Self-perception of gifts and talents among adults in longitudinal study of academically talented high-school graduates. Roeper Review, 29, 259-264. High school graduates (1988) were studied in adulthood. More men than women responded to the Adult Giftedness Scale (Silverman) they both believed they were gifted in high school and now as adults. Women expressed more perceived competence in their jobs competence, nurturance, and morality. The men in adulthood had higher self perceptions in athletic competence. The scale used has no available psychometric data which raises questions on the validity of interpretation of the scale results.

Perrone, K.M., Webb, L.K., Wright, S.L., Jackson, W.Z.V., & Ksiaza, T.M. (2006). Relationship of spirituality to work, and family roles and life satisfaction among gifted adults. Journal of Mental Health Counseling, 28¸ 253-268. Spirituality can have an important impact on mental health and life satisfaction. Among the gifted adults studied existential well-being and marital satisfaction were strongly associated with life satisfaction.

Pfeiffer, S.I, & Petscher, Y. (2008). Identifying young gifted children using the Gifted Rating Scales-Preschool/ Kindergarten form. Gifted Child Quarterly, 52, 19-29. This study presents data on diagnostic ability of a new teacher rating scale for identifying young gifted children. The instrument worked well in finding intellectually gifted children regardless of the level of giftedness sought. It holds promise as a screening tool for entire classrooms or as an assessment tool in the identification process.

Pfeiffer, S.I. (2003). Challenges and opportunities for students who are gifted: what the experts say. Gifted Child Quarterly, 47, 161-169.  Do the experts in gifted education agree on the most important current issues? In this study of the top researchers and experts, they did. 1) Identification, assessment, and definitional issues and 2) Curricula, instruction or program issues. The most unanswered questions: educational questions, promoting talent, improving assessment, underrepresented populations, underachievement, nature of giftedness, public policy.

Pfeiffer, S.I., Petscher, Y., & Jarosewich, T. (2007). The Gifted Rating Scales-Preschool/Kindergarten form: An analysis of the standardization sample based on age, gender, and race. Roeper Review, 29, 206-211. This standardization study for the GRS-P found support for the structure of the scale, no differential effects for age, and gender differences only on the artistic talent scale. Asian Americans rated slightly higher than others. The scale is designed for 4-6.11 year olds and produces ratings of intellectual ability, academic ability, creativity, artistic talent, and motivation.

Pfeiffer, S.L., & Jarosewich, T. (2007). The Gifted Rating Scales-School Form: An analysis of the standardization sample based on age, gender, race, and diagnostic efficiency. The Gifted Child Quarterly, 51, 39-50. The validity of the GRS-S is explored in this study. This scale is used to rate students for gifted screening in the areas often addressed in gifted programs: Intellectual Ability, Academic Ability, Artistic Ability, Creativity, Motivation, and Leadership. The GRS-S worked well for different ethnic groups, and for students age 6-13.11. Use of this single 72-item scale allows a school to get teacher ratings in multiple domains at one time.

Pierce, R.L., Adams, C.M., Speirs Neumeister, K.L., Cassady, J.C., Dixon, F.A., & Cross, T.L. (2007). Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students. Roeper Review, 29, 113-118. The Clustering Learners Unlocks Equity (Project CLUE) Javits project found that use of standardized scores, non-verbal ability assessments, and a behavioral checklist for parents and teachers increased the Hispanic and ESL representation of second-graders in urban schools.

Pletan, M.D., Robinson, N.M., Beringer, V.W., & Abbott, R.D. (1995). Parents observations of kindergartners who are advanced in mathematical reasoning. Journal for the Education of the Gifted, 19, 30-44. Results of this study indicate that parents are excellent observers of mathematical ability in their kindergarten aged children. The study suggests that a brief instrument of 20 items might work very well for eliciting important responses from parents on the mathematical behaviors of their children.

Plucker, J.A. (2003). Exploratory and confirmatory factor analysis in gifted education: Examples with self-concept data. Journal for the Education of the Gifted, 27, 20-35.  Gifted students like competition and it has a positive effect on their self-concept. The result of the factor analysis done in this study showed that gifted students maintained a healthy self-concept when either winning or learning was the goal of a competitive situation. Interestingly, their self-concepts were lower when they were involved in cooperative learning situations and in the absence of competition.

Plucker, J.A., & McIntire, J. (1996). Academic survivability in high-potential middle school students. Gifted Child Quarterly, 40, 7-14. A carefully drawn sample of middle school students (city size, ethnicity, but all from Virginia) were extensive interviewed, observed in school, and observed in extracurricular activities over a 12 month period. The students exhibited a number of behaviors and strategies when not challenged (most of which were not constructive): selective attention, focused curricular involvement, involvement with others, extracurricular involvement, and a lack of effort or selected effort in academic settings.

Powell, T., and Siegle, D (2004). Exploring teacher biases when nominating students for gifted programs. Gifted Child Quarterly, 48, 21-29.  This study explored how teachers of the gifted react to scenarios about producers and non-producers in math, reading, and general knowledge. The names and genders of the students in the scenarios were varied to see what effect this had on rating.  No differences were found by gender, but significant differences in the rate of nomination for producers over non-producers (over performance over potential)

Preckel, F., Goetz, T., Pekrum, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self-concept, interest, and motivation in mathematics.  Gifted Child Quarterly, 52, 146-159. This German study of sixth graders found that gender differences for the gifted in self-concept, interest, and motivation in mathematics were greater than in average-ability students. Grades of gifted boys and gifted girls were the same (also true with average-ability boys and girls).Possible strategies for addressing this discrepancy include: attributional training when they get good grades and addressing environmental factors such as parents, teachers, peer groups, and administrative planning.

Purcell, J.H. (1993). The effects of the elimination of gifted and talented programs on participating students and their parents. Gifted Child Quarterly, 37,  177-187. When a gifted pullout program was eliminated the following things occurred: parents saw a profound impact on their gifted children, the gifted students were not as positive about school in general, students did not do as well in school as they had in the past, and divisiveness increased among various groups of parents.

Purcell, J.H. (1995). Gifted education at a crossroads: The program status study. Gifted Child Quarterly, 39, 57-65. Many practitioners across the U.S. are reporting that their programs are threatened. This study looks at four types of state situations showing the cross tabulation of: good/poor economic status and mandated gifted programs or not. The article summarizes the reasons why programs are being threatened.

Radasill, K.M., Callahan, C.M. (2008). Psychometric characteristics of the Harter Self-Perception Profiles for Adolescents and Children for use with gifted populations. Gifted Child Quarterly, 52, 70-86. The Harter Self-Perception Profiles for Children or for Adolescents are widely used in research on the gifted. This study assessed the reliability and validity of the instruments for gifted and found them as strong as for the general populations on which they were originally normed. The Scholastic Competence scale may not be helpful, as most gifted top out on it and the Romantic Appeal and Job Competence scales of the Adolescent version of the SPPA are more applicable to older (age 16+) adolescents and can be left out of studies of younger gifted adolescents.

Ravagila, R., Suppes, P., Stillinger, C., & Alper, T.M. (1995). Computer-based mathematics and physics for gifted students. Gifted Child Quarterly, 39, 7-13. Stanford University has an on-line program which allows gifted students to take advanced mathematics and science classes. Students need a Windows-based computer at home or school, software, on-line tutoring, and off-line tests.

Rayneri, L., & Gerber, B. L. (2004). Development of a student perception inventory. Roeper Review, 26, 90 – 96.  Gardner’s Learning Styles Inventory (LSI) combined with the an inventory presented in the article for assessing student perception of their environment provided useful information for creating appropriate learning environments for individual gifted students in a classroom.

Reis, S., & Westberg, K. (1994). An examination of current school district policies about acceleration of secondary students. Journal of Secondary Gifted Education, 5, 7-18. Schools often tell teachers and parents that they may not accelerate a student. This study looked at formal and informal policies of districts and found that most decisions are based on informal policies.

Reis, S.M., & Purcell, J.H. (1993). An analysis of content elimination and strategies used by elementary classroom teachers in the curriculum compacting process. Journal for the Education of the Gifted, 16, 147-170. Gifted students know a lot of the content being presented in schools prior to its being "taught ." Curriculum compacting is an easy and effective way to identify content learned and to provide replacement activities for these students.

Reis, S.M., Colbert, R.D., & Herbert, T.P. (2004). Understanding resilience in diverse, talented students in an urban high school. Roeper Review, 27, 110-120.

Reis, S.M., Gubbins, E.J., Briggs, C.J., Schreiber, F.J., Richards, S., Jacobs, J.K., Eckert, R.D. & Renzulli, J.S. (2005). Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress. Gifted Child Quarterly, 48, 315-338.

Reis, S.M., Westberg, K.L. (1994). The impact of staff development on teachers' ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38, 127-135. Curriculum compacting is an easily taught differentiation technique. Even a one-time training is effective in helping teachers do it in their classrooms. The more training follow-up and mentoring that is done the greater the interventions used by the teachers. Teachers who learn compacting are likely to continue to use it.

Renzulli, J.S., & Reis, S.M. (1994). Research related to the Schoolwide Enrichment Triad Model, Gifted Child Quarterly, 38, 7-20. Longitudinal follow up of the School-Wide Enrichment Model found students initiated and produced more high-quality products (especially evident in girls and in students at grade 4 or higher). Students reported vivid memories of their projects years later and still showed enthusiasm for the activities.

Riley, T.L., & Karnes, F.A. (1996). Tracking interest rates: curriculum interests of elementary intellectually gifted students. Gifted Child today, 19, 36-39. Starting with the idea that curriculum for the gifted should be based on student interest, the authors survey 67 students attending a Saturday university-based enrichment program. Generally these grade two to six students indicated interest in the fields of science, mathematics, and social studies. Specific interests were charted for students from grade 2-3 and 4-6. The interests of boys and of girls are listed separately in the article.

Rinn, A.N. (2007). Effects of programmatic selectivity on the academic achievement, academic self-concepts, and aspirations of gifted college students. The Gifted Child Quarterly, 51, 232-245. Gifted students in college honors programs had better grades and academic self-concepts than gifted students in college who did not enter the honor’s programs. No differences were found for aspirations.

Rinn, A.N., & Cunningham, L.G. (2008). Using self-concept instruments with high-ability college students: Reliability and validity evidence. Gifted Child Quarterly, 52, 232-242. Self concept appears to be related to participation in college honors program and living in an honor’s dorm. Being in honors and living in the dorm may also enhance the gifted students’ social, emotional, and academic experiences.

Rinn, A.N., & Wininger, S.R. (2007). Sports participation among academically gifted adolescents: Relationship to multidimensional self-concept. Journal for the Education of the Gifted, 31, 35-56. This study compares academically gifted adolescents (grades 6-10) who participate in sports to those who do not. The gifted engaged in sports have higher physical abilities self concepts and males and females had similar responses. Grade level did not make any difference.

Rogers, K.B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-396. This synthesis of research over the past 120 years suggests that gifted need daily challenge in their areas of strength – not doing so is associated with stress, depression, and boredom; they need regular unique opportunities for independent work which results in strong academic growth – not doing so is associated with dependence, lowered motivation, and reticence and underachievement; they need subject and grade-based acceleration which has the strongest impact on academic growth and psychological health; they need to socialize with intellectual peers which also produces strong academic and moderate social affective effects; they need curriculum differentiated in pace, content, the amount of practice required and organization which produces significant gains in academic performance and subject specific skills and how much they like school.

Rudasill, K.M., Foust, R.C., Callahan, C.M. (2007). The Social Coping Questionnaire: An examination of its structure with an American sample of gifted adolescents. Journal for the Education of the Gifted, 30, 353-371. This was a validation study of the Social Coping Questionnaire (SCQ). It found sample specific factors that may or may not align with the originally reported factors. The instrument is useful in understanding the ways gifted students choose to cope with peer pressure and fitting in, but different groups may respond slightly differently to the instrument. Some factors are consistent: Helping Others, Denial of Giftedness, Minimizing One’s Focus on Popularity, Denying Negative Impact of Giftedness on Peer Acceptance, Conformity to Mask Giftedness, and Hiding Giftedness.

Rudowicz, E. (2004) Applicability of the test of creative thinking- drawing production for assessing creative potential of Hong Kong adolescents, Gifted Child Quarterly, 48, 202-218. This study reports the validation of a German test of creativity in China. The Test of Creative Thinking was developed and is used mostly in Europe. The author found the TCT a simple economical screening tool. It was reliable and valid for Chinese students although she found the humor and unconventionally scales less reliable.

Russo, C. F (2004). A comparative study of creativity and cognitive problem solving strategies of high-IQ and average students. Gifted Child Quarterly, 48, 179-190. This study compared fifth and sixth graders of high (mean =130) and average (mean=104) students on several measures of creativity. All students improved in their creative performance, but the gifted went down in verbal fluency while the regular went up from pre- to post testing. The opposite trend was found in figural elaboration.

Saccuzzo, D.P., & Jackson, N.E. (1995, Winter). Identifying traditionally under represented children for gifted programs. The National Research Center on the Gifted and Talented Newsletter, 4-5. The San Diego City School District found that the WISC-R didn’t identify minority students proportionally. they found that the Ravens Standard progressive Matrices worked better.

Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. Journal of Secondary Gifted Education, 15, 70-79.

Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom. Roeper Review, 26, 216-222.

Sankar-DeLeeuw, N. (2004). Case studies of gifted kindergarten children: Profiles of Promise. Roeper Review, 26, 192-207.

Sankar-DeLeeuw, N. (2007). Case study of gifted kindergarten children part II: The parents and teachers. Roeper Review, 29, 93-99. The early identification of the gifted has a powerful effect on attitudes towards learning and later achievement. (see earlier article Roeper Review, 26, 192-207). This article looks specifically at parental and teacher influences. Parents often in awe of what their young child can do and this informal identification happened early. Parents were active in provided a lot of opportunities for active stimulation of their children. Teachers are more reluctant to identify early or to believe in the giftedness shown especially if the child exhibits behaviors, social interactions, or emotional issues contrary to the teachers’ expectations for gifted children.

Sayler, M.F., & Brookshire, W.K. (1993). Social, emotional, and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37, 150-154. This study looked at the social, emotional, and behavioral development of accelerated students, students in gifted programs, and regular students throughout the entire United States. Accelerants were not harmed socially, emotionally, or behaviorally by the acceleration. Accelerants had adjustment equal to or better than other students.

Schneeweis, N., Winter-Ebmer, R. (2007). Peer effects in Austrian schools. Empirical Economics, 32, 387-409. A number of variables were tested to see how they affected performance in Austrian school. While individual student characteristics were most associated with academic success, in mathematics grouping the gifted was positively correlated with achievement. Peer effects were the strongest with lower-SES groups. The effect on reading was the opposite. The author’s caution against over interpretation of these data.

Schumacker, R.E., Sayler, M.F., & Bembry, K.L. (1995). Identifying at-risk gifted students in an early college entrance program. Roeper Review, 18, 126-129. Not all early college entrants at the Texas Academy of Mathematics and Science maintained a grade point average over 2.5. Analysis of their learning and study skills was predictive of their potential for success. Especially important to success was good study habits, time management skills, ability to concentrate their focus, and not be over anxious about college life and work.

Scott, M.S., & Delgado, C.F. (2005). Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly, 49, 199-210.

Seiver, R.C., Bain, S.K., Hildman, L.K. (1994). Comparison of WISC-R and WISC-III for gifted students. Roeper Review, 17, 39-42. The WISC-II has less discrimination among gifted populations at the top end (IQ 135+). It provides more discrimination among gifted students in the IQ 120-135 range. Consider the Stanford-Binet LM for highly gifted children.

Shaunessy, E. (2007). Attitudes toward information technology of teachers of the gifted: Implications for gifted education. The Gifted Child Quarterly, 51, 119-135. Teachers of the gifted generally have positive attitudes toward technology with a strong correlation to information technology (IT) training. Also, teacher’s age, availability of computers in the classroom, and staff development in IT improved attitudes.

Shaunessy, E., McHatton, P.A., Hughes, C., Brice, A., & Ratliff, M.A. (2007). Understanding the experiences of bilingual, Latino/a adolescents: voices from gifted and general education. Roeper Review, 29, 174-182. This article reports the experiences of eight gifted and eight general education students (Latino, bilingual, and participated in ESOL) grades 6-8.The gifted students were aware of their academic abilities, and gifted characteristics, were more clinical in their descriptions of their educational environment, and elaborated more on topics brought up in the discussions. They were less likely to provide examples of discrimination, although they clearly got the message that Spanish was not the “good” language.

Shore, B.M., Koller, M., & Dover, A. (1994). More from the water jars: A reanalysis of problem-solving performance among gifted and nongifted children. Gifted Child Quarterly, 38, 179-183. Most gifted students are more metacognitive than regular students. Those gifted who are metacognitive should be allowed to move quickly through content and work in complex and fast-paced ways. Regular students and gifted who are not metacognitive should be presented materials in a slower fashion and taught specific metacognitive strategies.

Siegle, D., & Reis, S.M. (1995, Winter). Gender differences between student and teacher perceptions of ability and effort. The National Research Center on the Gifted and Talented Newsletter, 6-7. This study looked at fourth through eighth grade gifted students from a large national sample. Although teachers did not see a difference in ability between females and makes, females were less positive about their abilities than were boys. Boys did not see language arts are very important to them. Both groups viewed success as the result of their ability and not of their efforts or the quality of their work. The attitudes of girls, the beliefs of boys, and both group’s belief in success mainly from ability not effort are ideas that are not helpful in obtaining success in school or careers.

Simonton, D.K. (2008). Childhood giftedness and adult genius: A historiometric analysis of 291 eminent African Americans. Gifted Child Quarterly, 52, 243-255. Early giftedness was strongly correlated with adult eminence for these African Americans. This was true for males and females and across many fields of adult achievement. The measure of childhood ability was not always traditional aptitude measure; if aptitude scores were the only criteria, the results might be quite different.

Sondergeld, T.A., Schultz, R.A., & Glover, L.K. (2007). The need for research replication: An example from Studies on Perfectionism and Gifted Early Adolescents. Roeper Review, 29, 19-25. This replication of an earlier study on perfectionism among middle-school gifted found the scales used worked in both instances. Similar results were obtained for females and their greater concern about organization. Many other areas differed though from the previous study suggesting the need to do multiple replications to best understand perfectionism in the gifted. At this point few definitive statements can be made about perfectionism in middle-school gifted.

Spangler, R.A., & Sabatino, D.A. (1995). Temporal stability of gifted children’s intelligence. Roeper Review, 17, 207-210. This study found that WISC-R scores were fairly stable when given at about eight years of age and then repeated three-years and six-years later. This supports the early identification of gifted children.

Speirs Neumeister, K.L. (2004) Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted Child Quarterly, 48, 219-231.  In this study of college students with perfectionist tendencies, the author found different kinds of perfectionists but with different profiles and concerns. Both socially prescribed and self-oriented perfectionists may do well academically, but socially prescribed individuals operate more often out of fear leading to sadness, anxiety, depression, and negative self worth.

Speirs Neumeister, K.L. (2005). Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48, 259-274. As part of a larger study investigating perfectionism in gifted college students, this qualitative interview study examined differences in the interpretation of successes and failures between gifted college students scoring high on either socially prescribed or self-oriented perfectionism.  Implications for future research and recommendations for parents and educators of gifted children are suggested.

Speirs Neumeister, K.L., Hebert, T.P. (2003). Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, 27, 221-238. Not all underachievement is really that, sometimes it is selective achievement. The student in this case study exhibited the behaviors typical of an underachiever, but in reality could do things but chose not to. This study suggests way to open a dialogue with a student to better diagnose the reasons for the underachievement or apparent underachievement.

Speirs Neumeister, K.L., Williams, K.K., & Cross, T.L. (2007). Perfectionism in gifted high school students: Responses to academic challenge. Roeper Review, 29, 11-18. Overall, perfectionists of all types had a decrease in their perfectionism when placed in academically rigorous situations. The ways perfections responded varied by the kind of perfectionist they were. Some socially-prescribed perfectionists increased their perfectionist behaviors, while some self-oriented perfectionists reported and increase followed by a decrease in perfectionist behaviors.

Sriraman, B. (2004). Gifted ninth graders’ notions of proof: Investigating parallels in approaches of mathematically gifted students and professional mathematicians. Journal for the Education of the Gifted, 27, 267-292. Professional mathematicians typically use an informal trial-and-error approach to a problem, guided by intuition, to arrive at the truth of an idea. They apply formal proof after the mathematicians are intuitively convinced about the truth of an idea. In this study of four gifted high-school freshman with no geometry background and never had worked with proofs were given a nonroutine geometry problem to solve. The author found that the students reasoned very much like real mathematicians. They spontaneously used strategies of visualization, empiricism, intuition, and reversibility to solve the problem

Stainthorp, R., & Hughes, D., (2004). An illustrative case study of precious reading ability. Gifted Child Quarterly, 48, 107-120. This comprehensive and longitudinal study explored the reading performance of a precocious reader, a group of early readers, and regular students. The reading performance of the precocious child far exceeded any instruction obtained from teachers, early and precocious readers teach themselves to read, their writing is advanced, but not as much,  the differences between their skills and those of the regular readers did not level out but continued to increase,  comprehensions continued to improve, and an upward spiral in reading and LA and a secondary impact on other subjects (Matthews Effect).

Stamps, L.S. (2004). The effectiveness of curriculum compacting in first grade classrooms.  Roeper Review, 27, 31-41.

Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational Leadership, 50, 25-28. This article details a problem-based unit from the Illinois Mathematics and Science Academy. Students solve a science riddle involving Legionaries Disease. The process is student driven not teacher oriented.

Stevens, R.J., & Slavin, R.B. (1995). The cooperative elementary school: Effects on student's achievement, attitudes, and social relations. American Educational Research Journal, 32, 321-351. Intense and systematic reform is effective not only for most students but for gifted learners. Using comprehensive school-wide training, coordinated peer coaching, teacher / teacher planning, teacher/ administrator collaboration, parental involvement, and cooperative learning techniques increases academic performance and school attitudes in important ways for gifted learners. Being in a school that was participating is such a comprehensive program of reform allowed gifted learners to do better job at these than gifted students in other schools where they merely participated in a generic 2x/week enrichment pullout without any comprehensive or school-wide training or other modifications. There is not clear evidence that it was the cooperative learning aspects of the study that caused the improved performance in the gifted learners. The weak nature of the gifted comparison group may account for gains seen in the treatment gifted. The study did not test how gifted learners in this coop learning school would do if they had been compared to gifted who had been involved in accelerated or were in longer and more meaningful gifted programs.

Swiatek, M.A. (1994). Accelerated students' self-esteem and self-perceived personality characteristics. The Journal of Secondary Gifted Education, 5, 35-41. Students scoring very high in mathematics and verbal areas on a grade seven talent search were tracked for five years. Some of the students in this group accelerated during that time. Their self-esteem did not drop nor were their personalities different from bright students who did not accelerate.

Swiatek, M.A. (1995). An empirical investigation of the social coping strategies used by gifted adolescents. Gifted Child Quarterly, 39, 154-161. This study is best considered a preliminary investigation into coping strategies used by gifted adolescents. Four potentially explanatory strategies were identified for coping: 1) denial of giftedness (the most highly gifted were most likely to use this strategy), 2) peer acceptance (students with predominant verbal skills reported lower levels of peer acceptance than did those with predominantly mathematical abilities), 3) popularity/conformity, and 4) fear of failure.

Swiatek, M.a. (2004). Gifted students’ self-perceptions of ability in specific subject domains: Factor structure and relationship with above-level test scores. Roeper Review, 27, 104-109.

Swiatek, M.A. and  Lupkowski-Shoplik, A., (2003). Elementary and middle school student participation in gifted programs: are gifted students underserved?  Gifted Child Quarterly, 47, 118-129.  Serious lack of appropriate programming was found in this large (4515 students gr. 3-6 who were in the top 5% nationally) study of how gifted are accommodated in schools. 37% of the these gifted students received no specific services, 75% had not subject or grade skipped. Those who earned higher scores on the EXPLORE were more likely to be accelerated and in other in-school gifted programs. Schools were not able to distinguish between highly and extraordinarily gifted and talented children.

Swiatek, M.A., & Lupkowski-Shoplik, A. (2005). An evaluation of the Elementary Student Talent Search by families and schools. Gifted Child Quarterly, 49, 247-259. This study examined the satisfaction families and schools of students who attended the Elementary School of the Talent Search in the Carnegie Mellon Institute for Talent Search (C-MITES). The participants consisted of 597 families and 93 schools. Instruments of examination were the ESTS consent/registration form, the follow-up packet for ESTS participants, and the follow-up packet for schools. The participants completed the surveys and used the U.S. mail to return them. The schools and families answered open-ended questions in three categories: benefits, drawbacks, and suggested changes. Families with children who attended the CMITES ESTS were satisfied with their experiences. Most of the families believed that they learned useful information from the child’s EXPLORE scores. School personnel seemed to lack understanding of the information to be gained from above-level test scores despite literature provided them by the talent search. The feedback was most commonly used to qualify students for extracurricular programs. Results indicated that the Talent search organization needed to effective ways to educate schools about their services.

Taylor, G., & Nikolova, O. (2004). Influence of gender and academic ability in a computer-based Spanish reading task. Roeper Review, 27, 42-51.

Terwillger, J.S., & Titus, J.C. (1995). Gender differences in attitudes and attitude change among mathematically talented youth. Gifted Child Quarterly, 39, 29-35. the attitudes of middle-school males towards mathematics is better than that of females. Over two years in an accelerated math program this gap widened. Specifically females had poorer attitudes about math in the areas of motivation, confidence, and the priority they place on doing math.

Thomas, J.A. (2008). Reviving Perry: An analysis of epistemological change by gender and ethnicity among gifted high school students. Gifted Child Quarterly, 52, 87-98. These mathematics and science gifted students took challenging high-school classes and showed strong developmental changes (sophomore-senior high-school years). Traditionally, these kinds of changes occurred in college students. These gifted students by the time they finished high school in challenging classes had achieved the level of development typical of a college junior. Ethnic differences were not present at the sophomore year, but were by the senior year. No gender differences were found.

Thompson, D.D., & McDonald, D.M. (2007). Examining the influence of teacher-constructed and student-constructed assignments on the achievement patterns of gifted and advanced sixth-grade students. Journal for the Education of the Gifted, 31, 198-226. This study from Clear Lake, TX found gifted and high-achieving, but not in gifted programs sixth graders preferred student-constructed assignment and self-assessments. These self-selected tasks were challenging and appropriate. Perhaps a shift from exclusive reliance on teacher-designed tasks to some student self-designed tasks might improve underachievement issues for some gifted.

Tomlinson, C.A. (1995). Deciding to differentiate instruction in middle school: One school's journey. Gifted Child Quarterly, 39, 77-78. A case study of one middle school's efforts to use heterogeneous grouping and address the differentiated needs of gifted learners and students with learning problems. It has very useful and practical observations about what schools can do to make the process of adopting heterogeneous grouping work well for gifted learners.

Tomlinson, C.A. (1995, Fall). Against the odds: preservice teachers learning to understand and teach gifted students. Quest, 6(2): Newsletter of the Division of Research and Evaluation of the National Association for the Gifted and Talented, 1-5. This stratified random sampling qualitative study looked at the effect of training preservice teachers in addressing the needs of gifted learners. It found most had scant preparation for working with gifted learners, minimal guidance in planning and managing differentiated lessons, and were constrained by Procrustean system that used a one-size-fits-all approach to teaching.

Tong, J., & Yewchuk, C. (1996). Self-concept and sex-role orientation in gifted high school students. Gifted Child Quarterly, 40, 15-23. Positive self concept was related to a masculine orientation for both males and females. High school students in gifted programs (especially the females) exhibited greater anxiety than their peers in the regular program.

Torrance, E.P. (2004). Great expectations: Creative achievements of the sociometric stars in a 30-year study. Journal of Secondary Gifted Education, 16, 5-13.

Tyler-Wood, T., & Carri, L. (1993). Verbal measures of cognitive ability: The gifted low SES students' albatross. Roeper Review, 16, 102-105. Many ability instruments are not biases, but the way they are interpreted may be biased. Verbally oriented cognitive abilities tests do not work well for low SES students. Consider using local norms or established norms for low SES if available. Provide language enrichment to low SES students prior to testing for ability.

Vallerand, R.J., Gagné, F., Senécal, C., & Pelletier, L.G. (1994). A comparison of the school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172-175. This study of upper elementary gifted and regular students suggests a more intrinsic motivational orientation and higher perceived competence for the gifted. It also suggests that you can not develop a strong sense of self-efficacy without having challenging opportunities at school. Classroom settings that do not challenge gifted students may lessen their self-esteem and self-efficacy.

VanTassel-Baska, J., Feng, A., MacFarlane, B., Heng, M.A., Teo, C.T., Wong, M.L. (2008). A cross-cultural study of teachers’ instructional practices in Singapore and the United States. Journal for the Education of the Gifted, 31, 338-363. High school teachers of mathematics, science, English, social studies, and second language in Singapore were more effective in general teacher behavior and differentiation strategies. Effectiveness increases in the US and Singapore relative to the number of years taught and the amount of GT differentiation training received.

VanTassel-Baska, J., Feng, A.X., & de Brux, E. (2007). A study of identification and achievement profiles of performance task-identified gifted students over 6 years. Journal for the Education of the Gifted, 31, 7-34. This six-year study looked at the identification and achievement patterns of gifted students identified via traditional testing and those identified through performance testing. The performance protocols were consistent in picking up higher percentages of low-income, minority, and female students. They also found more students with uneven verbal-nonverbal strengths. They did score slightly lower on state examinations of English and math.

Webster, N.S., & Worrell, F.C. (2008). Academically talented students’ attitudes towards service in the community. Gifted Child Quarterly, 52, 170-179. About half of a sample of 936 academically talented adolescents participated in classroom-sponsored or organization-sponsored service activities. Participation increased with SES and the rates of organizational-sponsored participation increased by grade level. Gifted girls were slightly more positive about service work than were gifted boys. The rates and patterns are similar to those of non-gifted students.

Westberg, K.L., Archambault, F.X., Dobyns, S.M., & Salvin, T.J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16, 120-146. This large national survey found that little differentiation in instruction ro curriculum for gifted learners was reported by teachers in grades three and four. Classroom teachers need help, just telling them to differentiate is not sufficient. Schools should provide comprehensive staff development on appropriate content, techniques, and materials. More homogeneous grouping arrangements make providing differentiation easier.

Woitaszewski, S.A., & Aalsma, M.C. (2004). The contribution of emotional intelligence to the social and academic success of gifted adolescents as measured by the Multifactor Emotional Intelligence Scale – Adolescent version. Roeper Review, 27, 25-30. This study was to measure emotional intelligence, as conceptualized by J. D. Mayer and P. Salovey (1997), in order to better understand its contribution to the success of gifted adolescents.  Recommendations for future research in this area are provided, including suggestions for designing studies that could be more practical for educators and other helping professionals.

Worrell, F.C., & Schafer, B.A. (2005). Reliability and validity of learning behaviors scale (LBS) scores with academically talented students: A comparative perspective. Gifted Child Quarterly, 48, 287-308.

Wu, E.H. (2005). Factors that contribute to talented performance: A theoretical model from a Chinese perspective. Gifted Child Quarterly, 49, 231-246. Not all conceptions of giftedness come from western thinkers and counties. Traditionally, the Chinese have placed little emphasis on understanding natural ability and most emphasis on effort, hard work, diligence, environment, education leading any child to talented performance. This article reviews the historical literature on talent development in China and presents the results of a focus group of teachers today. The teachers’ beliefs are very consistent with traditional Chinese beliefs of talent development.

Ysseldyke, J., Tardrew, S., Betts, J, Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the Education of the Gifted, 27, 293-319.

Ziegler, A., Finsterwald, M., & Grassinger, R. (2005). Predictors of learned helplessness among average and mildly gifted girls and boys attending initial high school physics instruction in Germany. Gifted Child Quarterly, 49, 7-18.

last updated 1.5.09 MFS