Citations (46)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (10)
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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Maya Antoun, Margaret Plunkett & Leonie Kronborg. (2022) Gifted Education in Lebanon: Time to Rethink Teaching the Gifted. Roeper Review 44:2, pages 94-110.
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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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Joyce VanTassel-Baska, Gail Fischer Hubbard & Janice I. Robbins. (2020) Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices. Roeper Review 42:3, pages 153-164.
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Svenja Matheis, Lena Kristina Keller, Leonie Kronborg, Manfred Schmitt & Franzis Preckel. (2020) Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia. Asia-Pacific Journal of Teacher Education 48:2, pages 213-232.
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Maya Antoun, Leonie Kronborg & Margaret Plunkett. (2020) Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International 35:1, pages 39-57.
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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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Svenja Matheis, Leonie Kronborg, Manfred Schmitt & Franzis Preckel. (2017) Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International 32:2, pages 134-160.
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Taisir Subhi Yamin. (2011) Gifted Education: Attitudes, Latest Developments and Practices. Gifted and Talented International 26:1-2, pages 7-10.
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Articles from other publishers (36)
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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Stacy M. Hayden, E. Jean Gubbins, Rachael A. Cody & Gregory T. Boldt. (2023) Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study. Journal for the Education of the Gifted.
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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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Tuba Aydoğdu İskender & Ergün Yurtbakan. (2023) Comparison of Problem-Posing Skills of Gifted and Non-Gifted Primary School Students. International Journal of Contemporary Educational Research 10:1, pages 120-130.
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Lena Ivarsson. (2023) Principals’ perceptions of gifted students and their education. Social Sciences & Humanities Open 7:1, pages 100400.
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Ergün YURTBAKAN. (2022) Özel Yetenekli İlkokul Öğrencilerinin Yazma Eğilimleri, Kaygıları ve Tutumlarında Scratch Kodlama Programının EtkisiThe Effect of the Scratch Coding Program on Writing Dispositions, Anxieties, and Attitudes of Gifted Primary School Students. Mersin Üniversitesi Eğitim Fakültesi Dergisi 18:3, pages 241-258.
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Cindy M. Gilson, Drew Polly & Kellan W. Strong. (2022) Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning. Journal of Advanced Academics 33:4, pages 636-665.
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Alan Chi Keung Cheung, Daniel Tan Lei Shek, Anna Na Na Hui, Kim Hung Leung & Ruby Shui Ha Cheung. (2022) Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness. International Journal of Environmental Research and Public Health 19:15, pages 9433.
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Lesley Henderson, Desiree Gilbert, Alice Duffield & Janet Farrall. (2021) The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education. Journal of Advanced Academics 33:2, pages 237-274.
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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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Joseph Reginard Milinga. (2021) Rethinking Gifted Education in Tanzania: Toward Its Development in the Country. Gifted Child Today 44:4, pages 216-227.
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Marcin Gierczyk & Garry Hornby. (2021) Twice-Exceptional Students: Review of Implications for Special and Inclusive Education. Education Sciences 11:2, pages 85.
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Susanne Garvis, Sally Windsor & Donna Pendergast. 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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Lukanda Kalobo & Michael Kainose Mhlolo. 2021. Mathematics Teaching and Professional Learning in sub-Sahara Africa. Mathematics Teaching and Professional Learning in sub-Sahara Africa
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Carla B. Brigandi, Cindy M. Gilson & Myriah Miller. (2019) Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study. Journal for the Education of the Gifted 42:4, pages 362-395.
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Sibel CENGİZHAN. (2019) Sınıf Öğretmenlerinin Özel Yetenekli Öğrenciler İçin Etkinlik Tasarlamada-Uygulamada Karşılaştıkları Güçlükler Ve Eğitime İlişkin GörüşleriDifficulties That Classroom Teachers Encounter While Preparing and Applying Activities for Gifted Students And Their Opinions On The Education. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi 7:5, pages 27-36.
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Ali M. Alodat & Marshall F. Zumberg. (2019) Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers. Journal for the Education of the Gifted 42:3, pages 266-279.
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Leonie Kronborg & Claudia A. Cornejo-Araya. (2018) Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia. Universitas Psychologica 17:5, pages 1-14.
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Rosalind L. Walsh & Jennifer L. Jolly. (2018) Gifted Education in the Australian Context. Gifted Child Today 41:2, pages 81-88.
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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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Jasna Arrigoni & Sanja Tatalović Vorkapić. 2018. Curriculum Development for Gifted Education Programs. Curriculum Development for Gifted Education Programs
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Elsa Piedad Cabrera-Murcia & Cecilia Udaquiola. (2016) ¿Qué piensan los profesores sobre los niños con talento académico? Una aproximación a las concepciones de profesores de segundo ciclo de educación básica en Chile. Universitas Psychologica 15:2, pages 121.
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Andrzej E Sękowski & Beata Łubianka. (2013) Education of gifted students in Europe. Gifted Education International 31:1, pages 73-90.
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