Citations (38)
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Read on this site (9)
Urška Žerak & Mojca Juriševič. (2024) Exploring mental representations of prospective teachers about gifted education using associative group analysis. High Ability Studies 35:1, pages 73-92.
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Kim Smeets, Ellen Rohaan, Joke Peijnenburg, Elise Samsen-Bronsveld & Anouke Bakx. (2023) Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands. Gifted and Talented International 38:2, pages 91-106.
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Heejin Woo, Therese M. Cumming & Sue O’Neill. (2022) South Korean pre-service primary school teachers’ opinions about acceleration for gifted students. Gifted and Talented International 37:2, pages 152-162.
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Maya Antoun. (2022) The relation between teachers’ background and school type and their perceptions of the gifted and gifted education. Gifted and Talented International 37:2, pages 134-151.
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Theodoros Kokkinos & Panagiotis Gakis. (2021) Student teachers’ differentiated teaching practices for high-achieving students. Journal of Further and Higher Education 45:7, pages 916-931.
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James C. Bishop & Anne N. Rinn. (2020) The potential of misdiagnosis of high IQ youth by practicing mental health professionals: A mixed methods study. High Ability Studies 31:2, pages 213-243.
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Sonja Laine, Risto Hotulainen & Kirsi Tirri. (2019) Finnish Elementary School Teachers’ Attitudes Toward Gifted Education. Roeper Review 41:2, pages 76-87.
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Carla Vreys, Gilles Ndanjo Ndungbogun, Tessa Kieboom & Kathleen Venderickx. (2018) Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children. High Ability Studies 29:1, pages 3-22.
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Angela Jaap & Fiona Patrick. (2015) Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all?. Music Education Research 17:3, pages 262-277.
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Articles from other publishers (29)
Jae Yup Jung & Jihyun Lee. (2024) Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors. Journal of Intelligence 12:5, pages 48.
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Maxwell Peprah Opoku, Hala Elhoweris, Noora Anwahi, Negmeldin Alsheikh, Ashraf Mustafa & Wadima Al Dhaheri. (2024) Differentiated Instruction for Gifted Teaching Behavior in Classrooms: What Are the Levers of Change in the United Arab Emirates?. Journal of Advanced Academics.
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Zekai Ayık, Muhammet Davut Gül & Mehmet Fatih Karacabey. (2024) Adaptation of Teachers' Competency for Meeting the Instructional Needs of Gifted Students Scale and Investigation of Some Variables. Uluslararası Türk Eğitim Bilimleri Dergisi 12:1, pages 187-220.
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Heejin Woo, Therese M. Cumming & Susan C. O’Neill. (2024) South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education. Journal of Advanced Academics.
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Heejin Woo & Therese M. Cumming. (2023) South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education. Journal for the Education of the Gifted 46:4, pages 374-397.
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Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu & Ilker Ugulu. (2023) Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students. MIER Journal of Educational Studies Trends and Practices, pages 275-298.
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Erkki Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kizkapan, Angela Rocena & Manabu Sumida. (2023) Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly 67:4, pages 306-324.
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Astrid Lenvik, Lise Øen Jones & Elisabeth Hesjedal. (2023) Adapted Education for Gifted Students in Norway: A Mixed Methods Study. Education Sciences 13:8, pages 774.
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Teresa Giza. (2023) Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych. Nauki o Wychowaniu. Studia Interdyscyplinarne 16:1, pages 57-74.
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Maxwell Peprah Opoku, William Nketsia, Michael Amponteng, Wisdom Kwadwo Mprah & Emmanuel Opoku Kumi. (2023) Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students. Journal for the Education of the Gifted 46:2, pages 167-193.
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Sébastien Miravete. (2022) Should talented students skip a grade? A literature review on grade skipping. European Journal of Psychology of Education 38:2, pages 903-923.
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Faruk LEVENT & Şeyda BAŞ. (2022) Üstün Yetenekli Öğrencilerin Karakter Gelişimleri ve Karakter Eğitimine İlişkin Öğretmen GörüşleriThe Opinions of Teachers Regarding the Character Development and Character Education of Gifted Students. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 23:4, pages 911-930.
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Jae Yup Jung, Geraldine Townend, Peta K. Hay & Susen R. Smith. (2022) The State of Knowledge in Rural Gifted Education: A Systematic Literature Review. Journal of Advanced Academics 33:3, pages 315-363.
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Christine Sanchez, Emmanuelle Brigaud, Pascal Moliner & Nathalie Blanc. (2022) The Social Representations of Gifted Children in Childhood Professionals and the General Adult Population in France. Journal for the Education of the Gifted 45:2, pages 179-199.
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Line Massé, Claire Baudry, Marie-France Nadeau, Claudia Verret, Caroline Couture, Jean-Yves Bégin, Jeanne Lagacé-Leblanc & Isabelle Martineau-Crète. (2022) Attitudes des enseignants québécois du préscolaire/primaire envers l’éducation des élèves douésAttitudes of Quebec preschool/elementary teachers towards the education of the gifted students. Revue de psychoéducation 51:1, pages 1.
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Kelly Paynter. 2021. Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries. Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries
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Sebastian Bergold, Matthias R. Hastall & Ricarda Steinmayr. (2020) Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports. Gifted Child Quarterly 65:1, pages 75-94.
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Margaret Plunkett & Leonie Kronborg. 2021. Handbook of Giftedness and Talent Development in the Asia-Pacific. Handbook of Giftedness and Talent Development in the Asia-Pacific
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Pedro Antonio Sánchez-Escobedo, Angel Alberto Valdés-Cuervo, Guillermo Alfonso Contreras-Olivera, Fernanda Inéz García-Vázquez & María Fernanda Durón-Ramos. (2020) Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training. Sustainability 12:11, pages 4474.
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Kelly Paynter. 2020. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
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Adeeb JARRAH & Hanan ALMARASHDİ. (2019) Mathematics Teachers’ Perceptions of Teaching Gifted and Talented Learners in General Education Classrooms in the UAE. Journal for the Education of Gifted Young Scientists 7:4, pages 835-847.
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Kristen R. Stephens. (2019) Teacher Dispositions and Their Impact on Implementation Practices for the Gifted. Gifted Child Today 42:4, pages 187-195.
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Janice I. Robbins. (2019) Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture. Gifted Child Today 42:4, pages 196-204.
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Hatice Kadioglu-Ates. (2018) Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions. European Journal of Educational Research volume-7-2018:volume7-issue2.html, pages 295-301.
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Anke Heyder, Sebastian Bergold & Ricarda Steinmayr. (2017) Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates. Psychology Learning & Teaching 17:1, pages 27-44.
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Antonia Szymanski, Laurie Croft & Brian Godor. (2017) Determining Attitudes Toward Ability: A New Tool for New Understanding. Journal of Advanced Academics 29:1, pages 29-55.
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Kelly Paynter. 2017. Advancing Next-Generation Teacher Education through Digital Tools and Applications. Advancing Next-Generation Teacher Education through Digital Tools and Applications
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