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Content
January 2024, Volume 39, Issue 1
- 1-3 Introducing interim co-editors, Kadir Bahar and Alexandra Vuyk
by Kadir Bahar & Alexandra Vuyk - 4-16 The identification of primary school students who are gifted in science
by Sara Teymoori Pabandi & Rasol Abdullah Mirzaie & Milad Atabakhsh & Arezo Asfa - 17-31 Evaluation of the dimensions of the Mawhiba-IAU summer enrichment program
by Omar M. Muammar & Fahad S. Alfaiz - 32-45 University-based mentoring program for School-going gifted students
by Jyoti Sharma & B. Biswal & Pankaj Tyagi & Shobha Bagai - 46-59 Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes
by Nava Ben Artzey & Mowafaq Qadach - 60-69 Voices of twice-exceptional students in their first year of higher education
by Katia Sandoval-Rodríguez & María Leonor Conejeros-Solar
July 2023, Volume 38, Issue 2
- 91-106 Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands
by Kim Smeets & Ellen Rohaan & Joke Peijnenburg & Elise Samsen-Bronsveld & Anouke Bakx - 107-121 Exploring the gender gap in mathematics and science from the score distribution of PISA: Lessons learned from gifted education teachers’ perspective
by Hsiao-Ping Yu & Enyi Jen - 122-138 Tests of measurement invariance of three Wechsler intelligence tests in economically developing nations in South Asia and Sub-Saharan Africa
by Russell T. Warne - 139-148 A phenomenological study exploring white teachers’ potential for cross-cultural talent recognition within charter and magnet schools
by Cristina Worley & Meg E. Hines - 149-163 The validation of the Gifted Rating Scales–School Form in Saudi Arabia
by Yusra Zaki Aboud - 164-176 Models for youth sports talent identification and development: An integrative review of research
by Alfa Simwanza & Asish Paul - 177-189 A systematic review of the factors affecting twice-exceptional students’ social and emotional development
by Saide Nur Duyar & Canan Özkaya & Hasan Akdeniz - 190-202 Gifted Irish students’ perception of academic experiences during the pandemic
by Rebecca McDonnell & Jennifer Riedl Cross & Colm O’Reilly & Tracy L. Cross & Leeanne Hinch & Anyesha Mishra
January 2023, Volume 38, Issue 1
- 1-11 Assessing meaning in life for gifted learners: Validation of a Chinese version of meaning in life in children questionnaire
by Mantak Yuen & Ryder T. H. Chan & Jiahong Zhang & Eric Fung & Serene Chan - 12-20 Supporting and guiding families of gifted children: The role of a psychoeducational program
by Denise de Souza Fleith & Renata Muniz Prado & Daniela Vilarinho-Pereira - 21-30 Career choice in gifted students with interests in STEM
by María Paz Gómez-Arízaga & Marianela Navarro & Karin Roa-Tampe & María Leonor Conejeros-Solar & Marieta Valdivia-Lefort & Annjeanette Martin & Carla Bravo Rojas - 31-44 Improving equity in gifted education: Analyzing the fairness of the scales for the identification of gifted students (SIGS-2)
by Laila Y. Sanguras & Todd Kettler & Shavonne Gibson & Angie Torres & Hamza Haqqi - 45-61 Using draw, write, and tell to reveal gifted students’ perceptions and interests of STEAM disciplines
by Oktay Kizkapan & Oğuzhan Nacaroğlu & Tahsin Bozdağ - 62-76 The “d” in the Peterson Proactive Developmental Attention (PPDA) model: A lens for understanding and supporting underachievers
by Jean Peterson & Enyi Jen - 77-90 Career decision-making of talented engineering graduates in Hong Kong
by Chloe Chan & Mantak Yuen
July 2022, Volume 37, Issue 2
- 83-85 Editorial
by Leonie Kronborg & Megan Foley-Nicpon - 86-96 Qualitative and quantitative development of the High Functioning ASD Screener (HFAS)
by Megan Foley-Nicpon & Margaret Candler & Erica Behrens & Zachary Sussman & Owen Gaasedelen & Cara Wienkes - 97-108 An evaluation of quality of life for former gifted program participants in Vietnam
by Rebecca M. Nelson & Chi Tran & Ray E. Reichenberg & Phu Vu - 109-118 Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students
by Zeynep Yazgı Yanık & Nüket Afat - 119-133 Choices gifted women made in education, personal life, and career: A qualitative study in the Netherlands
by Ingeborg Veldman-de Jonge & Enyi Jen - 134-151 The relation between teachers’ background and school type and their perceptions of the gifted and gifted education
by Maya Antoun - 152-162 South Korean pre-service primary school teachers’ opinions about acceleration for gifted students
by Heejin Woo & Therese M. Cumming & Sue O’Neill - 163-172 Teachers’ perspective on gifted students with extraordinary learning potential in Norway: A descriptive study with primary and secondary teachers
by Astrid Lenvik & Lise Øen Jones & Elisabeth Hesjedal
January 2022, Volume 37, Issue 1
- 1-13 How group composition affects gifted students: Theory and evidence from school effectiveness studies
by Gundula Wagner - 14-24 Bullying and giftedness in school environment
by Carina Alexandra Rondini & Alex Almeida da Silva - 25-41 Not any gifted is an expert in mathematics and not any expert in mathematics is gifted
by Nurit Paz-Baruch & M. Leikin & R. Leikin - 42-55 Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats)
by Ali M. Alodat & Marcia Gentry - 56-63 Perfectionism, mattering, stress, and self-regulation of home learning of UK gifted and talented students during the COVID-19 pandemic
by Andrew P. Hill & Daniel J. Madigan - 64-82 Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia
by Khlood K. Alshareef & Marcia B. Imbeau & Waheeb S. Albiladi
July 2021, Volume 36, Issue 1-2
- 1-2 Where do eminence and transformational achievement fit into the gifted education picture?
by Rena Subotnik & Paula Olszewski-Kubilius & Leonie Kronborg - 3-14 Giftedness and eminence: Clarifying the relationship
by Frank C. Worrell & Rena F. Subotnik & Paula Olszewski-Kubilius - 15-31 Developing talent into creative eminence: Understanding the productive giftedness of world class artists
by Susan J. Paik & Lindsey Kunisaki & Vinh Q. Tran & Iraise Garcia - 32-43 Eminence-focused talent development in drum and bugle corps
by Daniel Patrick Balestrini & Heidrun Stoeger - 44-54 Creative productive eminence in talented women: Beliefs, motivation, and drive to create
by Sally M. Reis & Molly Holinger - 55-68 Passionate and opportune engagement to accomplish or achieve in talent domains leading to female eminence
by Leonie Kronborg - 69-81 A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
by Mireille Krischler & Elena Mack & Jessica Gnas & Moritz Breit & Julia Matthes & Franzis Preckel - 82-92 Mapping eminence and expertise of talented STEM students – A study of talent development from India
by Paromita Roy & Anyesha Mishra - 93-101 Missing link between talent development and eminence: Why gifted students abandon their pursuit of science
by Jiwon Lee - 102-114 The role of psychosocial support training in sports talent development
by Luis Orione & Denise de Souza Fleith & Fabrízio Veloso
July 2020, Volume 35, Issue 2
- 73-85 Incremental validity of specific cognitive abilities beyond general intelligence for the explanation of students’ school achievement
by Moritz Breit & Franzis Preckel - 86-99 The social coping of academically high-achieving females before the onset of disordered eating
by Jennifer Krafchek & Leonie Kronborg - 100-109 Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students
by Brian P. Godor & Recep Uysal & Anne van der Poel & Pauline Jansen - 110-127 Overview of meta-analyses on giftedness
by Uzeyir Ogurlu
January 2020, Volume 35, Issue 1
- 1-2 GTI editorial – July 2020
by Leonie Kronborg & Megan Foley-Nicpon - 3-15 First-generation students in rural communities: A study of effective programming components that support closing the excellence gap
by Carla B. Brigandi & Karen Rambo-Hernandez & Jeremy Schwartz - 16-26 The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study
by Fallon Cook & Danielle Hippmann & Emina Omerovic - 27-38 Gifted but equal? Parents’ perspectives on sibling relationships in families with gifted and non-gifted children
by Nava Ben Artzey - 39-57 Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students
by Maya Antoun & Leonie Kronborg & Margaret Plunkett - 58-71 Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment
by Sema Tan & C. June Maker
July 2019, Volume 34, Issue 1-2
- 1-5 Editorial
by Barbara Kerr & M. Alexandra Vuyk - 6-18 Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach
by Lisa M. Ridgley & Lisa DaVia Rubenstein & W. Holmes Finch - 19-29 Discovering the creativity of written works: the keywords study
by Burak Turkman & Mark A. Runco - 30-43 Assessing creative productivity
by Hope E. Wilson & Lucinda Presley - 44-58 The effects of models and instructions on children’s divergent thinking
by Lisa A. Bloom & Kristy K. Doss & Cameron Sastre & Todd H. Martin - 59-70 The relationship between mathematical creativity and intelligence: a study on gifted and general education students
by Nihat Gurel Kahveci & Savaş Akgul - 71-78 Fostering creativity using robotics among gifted primary school students
by Um Albaneen Yusuf Jamali - 79-90 Raising the bar for mathematically gifted students through creativity-based mathematics instruction
by Joseph S. Kozlowski & Scott A. Chamberlin - 91-101 Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature
by Ching-Lan Rosaline Lin & Megan Foley-Nicpon - 102-115 Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences
by Serap Gurak-Ozdemir & Selcuk Acar & Gerard Puccio & Cory Wright - 116-128 Personality and vocational interests of creative adolescents from racial and ethnic minorities
by M. Alexandra Vuyk & Barbara A. Kerr
July 2018, Volume 33, Issue 1-2
- 1-1 Correction
by The Editors - 1-2 Editorial for Gifted and Talented International, 2018
by Leonie Kronborg & Megan Foley-Nicpon - 3-14 Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school
by Dimitrios Zbainos & Vassiliki Beloyianni - 15-25 Autonomous creativity: The implicit autonomy motive fosters creative production and innovative behavior at school
by Ingrid Rita Baum & Nicola Baumann - 26-40 Connecting creative coursework exposure and college student engagement across academic disciplines
by Angie L. Miller - 41-51 Public images of gifted programs in China: A 38-year analysis of Chinese news reports on gifted education
by Sheng-Peng Huang & Yan Kong & Ying (“Alison”) Cheng - 52-63 Gifted Syrian refugee students in Jordanian schools: have we identified them?
by Ali M. Alodat & Fawwaz A. Momani - 64-70 What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters
by Tyler Clark & Julia Roberts
July 2017, Volume 32, Issue 2
- 75-86 Real engagement in active problem solving for Māori boys: A case study in a New Zealand secondary school
by Tracy Riley & Melinda Webber & Katrina Sylva - 87-98 The landscape of Australian gifted education research: 1992–2013
by Jennifer L. Jolly & Angela Chessman - 99-119 Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study
by Jessica Cannaday & Jennifer Courduff - 120-133 Spiritual education program for improving the emotional intelligence of gifted children: A multi-city single-group evaluation study
by Samta P. Pandya - 134-160 Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation
by Svenja Matheis & Leonie Kronborg & Manfred Schmitt & Franzis Preckel
January 2017, Volume 32, Issue 1
- 1-2 Editorial
by Leonie Kronborg & Franzis Preckel - 3-26 Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools
by Mehdi Ghahremani & Sareh Karami & Philip Balcaen - 27-43 Creativity and innovation in Iceland: Individual, environmental, and cultural variables
by Barbara A. Kerr & Maxwell Birdnow & Jenelle Hallaert & Keely Alexander & Robyn Malmsten & Olivia Stull & J. D. Wright & Brittany Lucas & Rachel Swanson & Grace J. Claiborn - 44-58 Exploring differences in creativity across academic majors for high-ability college students
by Angie L. Miller & Veronica A. Smith - 59-74 Control and resilience: The importance of an internal focus to maintain resilience in academically able students
by Leonie Kronborg & Margaret Plunkett & Nicholas Gamble & Yvette Kaman
July 2016, Volume 31, Issue 2
- 73-87 Elementary students’ perceptions of their classroom activities in China: A validation study
by Yang Yang & Marcia Gentry & Jiaxi Wu & Enyi Jen & Yukiko Maeda - 88-101 Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school
by Franzis Preckel & Hannah Rach & Vsevolod Scherrer - 102-113 Turkish adaptation of the educational-learning capital questionnaire: Results for gifted and non-gifted students
by Marilena Z. Leana-Taşcılar - 114-131 Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners?
by Julie Anne Irving & Ernestina Oppong & Bruce M. Shore
January 2016, Volume 31, Issue 1
- 1-3 Editorial
by Franzis Preckel & Leonie Kronborg - 4-18 Toward an Iranian conception of giftedness
by Sareh Karami & Mehdi Ghahremani - 19-32 The importance of being gifted: Stages of gifted identity development, their correlates and predictors
by Tanja Gabriele Baudson & Johanna Fee Ziemes - 33-45 Giftedness counseling in Germany: Consultation reasons and issues and their relations to gender, age, and aptitude
by Nele Hannig & Christine Koop - 46-58 Gifted education’s reflection of country-specific cultural, political, and economic features
by Roger S. Frantz & Katie Larsen McClarty - 59-71 From overexcitabilities to openness: Informing gifted education with psychological science
by M. Alexandra Vuyk & Barbara A. Kerr & Thomas S. Krieshok
July 2015, Volume 30, Issue 1-2
- 1-5 Editorial
by Barbara A. Kerr & Leonie Kronborg - 6-18 What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school?
by Charlotte Tweedale & Leonie Kronborg - 19-24 Gender differences in self-concept, locus of control, and goal orientation in Mexican high-achieving students
by Angel Alberto Valdés-Cuervo & Pedro Antonio Sánchez Escobedo & María Dolores Valadez-Sierra - 25-38 Creativity in students’ writing of open-ended stories across ethnic, gender, and grade groups: An extension study from third to fifth grades
by Abdulnasser A. Alhusaini & C. June Maker - 39-48 Grade skipping and the achievements of girls
by Annette Heinbokel - 49-60 Sources of global academic self-efficacy in academically high-achieving females before the onset of disordered eating
by Jennifer Krafchek & Leonie Kronborg - 61-67 An exploration of women’s engagement in Makerspaces
by Vanessa Bean & Nicole M. Farmer & Barbara A. Kerr - 68-84 Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers?
by Franzis Preckel & Martin Brunner - 85-105 Myth busting: Do high-performance students prefer working alone?
by Cheryl L. Walker & Bruce M. Shore - 106-121 Students’ perceptions of real engagement in active problem solving
by I-Chen Wu & Randal Pease & C. June Maker - 122-134 Current status of twice-exceptional students: A look at legislation and policy in the United States
by Nielsen Pereira & J. Dusteen Knotts & Julia Link Roberts - 135-145 Cultural considerations for twice-exceptional children from Asian families
by Soeun Park - 146-151 Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety?
by Steve Haberlin
March 2014, Volume 29, Issue 1-2
- 7-9 At the End of Our Editorship
by Dorothy A. Sisk - 11-14 A Message from the Outgoing Editor-in-Chief
by Taisir Subhi Yamin - 15-19 The Effectiveness of the Master Thinker Program in Developing Critical Thinking Skills of 11th Grade Students in Bahrain
by Mousa Alnabhan & Najat Alhamdan & Ahmed Darwish - 21-31 Effect of Summer Science Camp on Turkish Gifted Students’ Views of Nature of Science
by Necati Hirça - 33-38 An Investigation of the Differences in Creativity of Preschool Children according to Gender, Age and Kindergarten Type in Jordan
by Nadia H. Alsrour & Safa Al-Ali - 39-48 The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students
by Ingrid Schutte & Marca Wolfensberger & Kirsi Tirri - 49-62 Full-Year Acceleration at High School: Parents Support the Social and Emotional Challenges of Their Children
by Janna Wardman - 63-77 A Case Study on Enrichment Seminar and Gifted Adolescents
by Joanna Simpson - 79-91 Gifted and Talented Students’ Perceptions on their Schooling: A Survey Study
by Nihat GÜrel Kahveci & Savaş AkgÜl - 93-98 The Adoption of Technology-Enhanced Instruction to Support Education for All
by Nahla M. Khatib - 99-112 Cognitive Motivational Learning of the Students of the Faculty of Medicine at the University of Jordan
by Nisreen Al-Shamaileh - 113-123 Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties
by Joyce J Y Fung & Mantak Yuen & Allan H K Yuen - 125-136 Coping Strategies and Perceived Sources of Support among Gifted Students with Specific Learning Disabilities: Three Exploratory Case Studies in Hong Kong
by Cecilia C. Lo & Mantak Yuen - 137-146 Giftedness and Talent in University Education: A Review of Issues and Perspectives
by Indra Abeysekera - 147-159 Graduate Follow-up Studies as a Means to Advance and Improve a Program for Excellent Students
by Rama Klavir & Judy Goldenberg - 161-174 Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level
by Ronnie Karsenty - 175-179 Coping with the Qualities of Giftedness
by Peter Overzier & Noks Nauta
March 2013, Volume 28, Issue 1-2
- 7-9 From the Desk of the Former President
by Taisir Subhi Yamin - 11-24 The Role of Parents and Teachers in the Development of Scientific Talent: Lessons from Early Childhood and Adolescent Education of Nobel Laureates
by Larisa Shavinina - 25-33 Detecting High Leadership Potential and Promoting Talent: An Example of an Evidence-Based Approach in a French Blue-Chip Company
by Ida Gennari-El Hicheri & Xavier Caroff & Pauline Paroche & Elise Chemolle & Todd Lubart - 35-50 Research on Personality and Affective Dispositions of Gifted Children: The Israeli Scene
by Moshe Zeidner & Inbal Shani-Zinovich - 51-69 A Multidimensional Model for the Identification of Dual-Exceptional Learners
by Anies Al-Hroub - 71-84 Developing a Teacher Administered Anxiety Rating Scale Suitable for Five to Seven-Year-Old Children
by Joseph Goulet - 85-98 “Mathematics in the Workplace”: A Pilot Enrichment Programme for Mathematically Talented Primary Students in Hong Kong
by Anderson C. K. Kwan & Mantak Yuen - 99-109 How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?
by Katie S. Saunders-Stewart & Cheryl L. Walker & Bruce M. Shore - 111-121 You Turn up the First Day and They Expect You to Come Back! Gifted Students’ Perspectives on School and Being Smart
by Selena Gallagher & Susen Smith & Peter Merrotsy - 123-134 Factors Influencing Talent Development: Stories of Four Hong Kong Elite Sportspersons
by Regina Chan & Mantak Yuen - 135-148 School Transition and Mathematically Gifted Students
by Brenda Bicknell & Tracy Riley - 149-161 Creativity, Giftedness and Education
by Maud Besançon - 163-172 Labour Disputes of Gifted Employees
by Ido van der Waal & Noks Nauta & Rebecca Lindhout - 173-184 The Effect of Journal Writing on Mathematics Achievement among High-Ability Students in Singapore
by Tracy Tan & Rhoda Myra Garces-Bacsal - 185-196 The Influence of Family Relationships on Creativity in the Workplace
by Józef Szopiński & Tomasz Szopiński - 197-206 Services Provided to Military Dependents Who Are Mentally Gifted in the US Department of Defense (DoDEA) Schools
by Stephen J. Bugaj - 207-218 Issues of Identification of Giftedness in Turkey
by Füsun Şahin - 219-225 Gender Differences on the Concept of Wisdom: An International Comparison
by Liz Hollingworth & Pedro Sánchez-Escobedo & Liena Graudina & Jurga Misiuniene & Kyubin Park - 227-238 Confucian Values in Vietnamese Gifted Adolescents and Their Non-Gifted Peers
by Thi Minh Phuong Nguyen & Putai Jin & Miraca U. M. Gross - 239-248 The German Project Called “Triangelpartnerschaften” (Triangle Partnerships): Can Music Bridge the Intergenerational Gap?
by Christian Werner & Sandra K. Linke - 249-253 Coping with the Qualities of Giftedness
by Peter Overzier & Noks Nauta - 255-262 Communication Skills among Gifted Students in Jordan
by Yacoub Fareed Alfarah - 263-267 Students Attitudes towards the Web Based Instruction
by Nahla M. Khatib - 271-272 The Creativity Revolution: Reinvent Your Creativity Self to Shape the Future and Prosper
by Taisir Yamin Subhi & Heinz Neber & Sandra K. Linke & Rama Klavir & Sara Kapadia & Ashfaq Ishaq
September 2012, Volume 27, Issue 2
- 7-11 “A Quality of Giftedness” Is the Vital Ingredient in World-Class Achievement
by Taisir Subhi Yamin - 13-18 A Quality of Giftedness
by Joan Freeman - 19-20 Commentary on Joan Freeman: A Quality of Giftedness
by James Gallagher - 21-25 Elusive Quality of Giftedness: Creative Life Spark
by Dorothy A. Sisk - 27-31 De-Mystifying Giftedness: An Overdue Perspective
by R. J. Campbell & L. Mazzoli Smith - 33-35 Qualities and Quantities: Using Philosophy to Guide Our Research
by Lee Martin & Angela Martinez Dy - 37-39 Response to: A Quality of Giftedness
by John P. Anchan - 41-43 Sparks of Life and Effervescence in Gifted Education: Quality of Qualities – A Response to “A Quality of Giftedness”
by Rhoda Myra Garces-Bacsal - 45-46 Commentary on “A Quality of Giftedness”
by Michael F. Shaughnessy & Gilbert Valdez - 47-48 Response to “A Quality of Giftedness”
by Rachelle Miller & Marcia Gentry - 49-50 Rethinking the Concept of Brilliance
by Eleoussa Polyzoi & Donna Copsey Haydey - 51-52 Response to “A Quality of Giftedness”
by Frances R. Spielhagen - 53-55 Enigmatic Qualities of the Gifted that Transcend Identification
by Connie Phelps - 57-58 Critique of “A Quality of Giftedness”
by Carole Ruth Harris - 59-63 School Provisions for Gifted, Talented and able Students: A Response to Freeman
by Hava Vidergor - 65-71 A Quality of Giftedness: Responses to the Responses
by Joan Freeman - 75-80 Giftedness 101
by Taisir Subhi Yamin & Heinz Neber & Sandra K. Linke & Linda Kreger Silverman & Trevor J. Tebbs - 81-83 The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction
by Taisir Subhi Yamin & Heinz Neber & Sandra K. Linke & Nathan C. Hall & Thomas Goetz & Jamie L. Taxer & Heinz Neber - 85-88 Serving the Needs of Intellectually Advanced Mathematics Students in Grades K-6
by Taisir Subhi Yamin & Heinz Neber & Sandra K. Linke & Scott A. Chamberlin & Sandra K. Linke
March 2012, Volume 27, Issue 1
- 7-13 Cultural Bias in Giftedness Research: "A Road Map for Cultural Sensitivity"
by Taisir Subhi Yamin - 15-48 Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness
by Roland S. Persson - 49-53 Critique of Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness
by Carole Ruth Harris - 55-61 The Recognition of Cultural Bias in Researching Those Labelled Gifted: An Overdue Perspective
by L. Mazzoli Smith & R. J. Campbell - 63-65 On Universals, Cultural Variations and Individual Uniqueness: Throwing Down the Gauntlet in Giftedness Research
by Rhoda Myra Garces-Bacsal - 67-70 A Catalyst for Charting a Path to Research Validity in the Field of Gifted Education
by Dorothy A. Sisk - 71-72 A Distinction between Emic Research and Etic Research
by James J. Gallagher - 73-75 The Debate on Dominant Culture and Cultural Imperialism
by John P. Anchan - 77-82 Culturally Responsible Research, Teacher Certification and Gifted Education Services: A Response to Persson’s Target Article
by Hava E. Vidergor - 83-90 Superculture? Thoughts Prompted by Roland S. Persson’s Essay
by Trevor J. Tebbs - 91-93 You Say Ordinary, We Say Gifted: How Ontology Can Help Mitigate Cultural Variation in the Social Sciences
by Lee Martin & Shaun Gordon - 95-98 Culture, Globalisation and the Study of Giftedness: Reflections on Persson’s Analysis and Recommendations for Future Research
by Jennifer Foreman & Joseph Renzulli - 99-110 Revealing Additional Dimensions of Globalisation and Cultural Hegemony: A Response to Roland S. Persson’s Call for Cultural Sensitivity in Gifted Studies
by Don Ambrose - 111-114 Policy, Practice in Giftedness, and Rsearch Methodologies: Response to Roland S. Persson’s Article
by Dona J. Matthews - 115-117 East-West Cultural Bias and Creativity: We are Alike and we are Different
by James C. Kaufman & Lan Lan - 119-121 Basic Framework to Understand Identity Development in a Multicultural Context
by Michael F. Shaughnessy & Gilbert Valdez - 123-124 Some Thoughts on “Cultural Variation and Dominance in a Globalised Knowledge-Economy”
by Yang Yang & Marcia Gentry - 125-126 In the Shadows of Dominant Cultures: The Elusive Definition of Giftedness
by Eleoussa Polyzoi & Donna Copsey Haydey - 127-132 "Giftedness Science": Does It Exist at All?
by Hanna David - 133-134 The Scenic Route is Not Always the Most Informative
by Joan Freeman - 135-154 Increasing Self-Awareness, Decreasing Dogmatism and Expanding Disciplinary Horizons: Synthesising a Plan of Action Towards Culture-Sensitivity
by Roland S. Persson - 157-159 Confronting Dogmatism in Gifted Education
by D. Ambrose & R. J. Sternberg & B. Sriraman & Sandra K. Linke & Taisir Yamin Subhi & Heinz Neber & E. Vidergor Hava - 161-166 What We Know about Emotional Intelligence: How it Affects Learning, Work, Relationships, and Our Mental Health
by Taisir Yamin Subhi & Heinz Neber & Sandra K. Linke & E. Vidergor Hava & M. Zeidner & G. Matthews & R. D. Roberts & Taisir Subhi Yamin - 167-168 Designing Defensible Classroom Programs for Gifted Secondary School Learner: A Handbook for Teachers
by Taisir Yamin Subhi & Heinz Neber & Sandra K. Linke & E. Vidergor Hava & M. Zeidner & G. Matthews & R. D. Roberts & Taisir Subhi Yamin & S. White
March 2011, Volume 26, Issue 1-2
- 7-10 Gifted Education: Attitudes, Latest Developments and Practices
by Taisir Subhi Yamin - 11-24 Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration
by Selena Gallagher & Susen R. Smith & Peter Merrotsy - 25-30 How does Moral Judgement Change with Age and Giftedness?
by Mousa Alnabhan - 31-46 Learning to Be a Teacher of the Gifted: The Importance of Examining Opinions and Challenging Misconceptions
by Margaret Plunkett & Leonie Kronborg - 47-62 Gifted Education in German-Speaking Countries
by Anna Herrmann & Baruch Nevo - 63-70 Competitions for Showcasting Innovative and Creative Talents
by Tracy L. Riley - 71-80 The Importance of Teachers' Attitude in Nurturing and Educating Gifted Children
by Hanna David - 81-87 Gifted Studends’ Profiles and Their Attitudes Towards a Gifted Program: The Case of Vietnam
by Phu Vu