How is this approach useful for the development

The gap

Evidence profile

Stated in the abstract and recommendations and inline gaps and future work sections of the source papers, classified as general, drawn from work published between 1979 and 2026, spanning 6 journals. Those papers have been cited 56 times in total.

Supporting evidence — 8 representative gaps

• Critical Thinking Skills Among Elementary School Students (2014) · Gifted Child Quarterly · cited 45× · doi

  The association of higher ability with advanced critical thinking skills, but at the same time, the lack of evidence of an effect of the gifted education programs (which did not focus specifically on critical thinking skills) suggests that differentiation of curriculum and instruction for gifted or advanced learners might fruitfully include deliberate differentiation of instruction in this area.

  generalstated in abstractevidence 5/5
  Keywords: advanced critical thinking skills gifted differentiation instruction association higher ability time lack evidence effect education
• An Experimental Program for Gifted Four Year Olds (1982) · journal for the education of the gifted · cited 9× · doi

  The longitudinal research on young gifted children being carried on at the University of Washington has found that preschool gifted children can be identified through multiple measures examined in a case study context; and that they have the ability to learn concepts and skills at earlier stages than their age peers even though the diversity of ability and level of mastery at a particular age may vary widely within the gifted group (Roedell, Jackson, Robinson, 1980).

  generalstated in abstractevidence 5/5
  Keywords: gifted children ability longitudinal young carried university washington found preschool identified multiple measures examined case
• An Indication of the Status of Education for Gifted Elementary Children: State of Iowa (1979) · journal for the education of the gifted · doi

  The major conclusions to be drawn from the study are: (1) there is interest in the area, but most districts feel the need for assistance, (2) major problem areas in program building include the identification of gifted children, the definition of giftedness, and evaluation procedures, (3) there is a need to better prepare teachers to work with gifted children, and (4) the present program formats vary widely to fit local needs.

  generalstated in abstractevidence 5/5
  Keywords: major there need program gifted children conclusions drawn interest area districts feel assistance problem areas
• The promise of interconnecting problems for enriching students’ experiences in mathematics (2011) · The Mathematics Enthusiast · cited 2× · doi

  How is this approach useful for the development of mathematical ability and the enrichment of mathematical experiences of all students including the gifted ones? What are the benefits for teachers’ and what would teachers need to implement this approach? What directions would further research on these issues take? The paper discusses these and closely related questions.

  generalstated in abstractevidence 5/5
  Keywords: approach mathematical teachers useful development ability enrichment experiences students including gifted ones benefits need implement
• A Case Study on the Experiences of Underachieving Gifted Students (2026) · Bartın University Journal of Faculty of Education · doi

  The findings of this study suggest that underachievement in gifted students cannot be attributed solely to academic performance, but rather represents a complex process shaped by the interaction of motivational, affective, and contextual factors. Accordingly, the recommendations are presented across three dimensions: practice, policy, and research. It is recommended that guidance and psychological counseling services implemented in schools and BILSEM be structured to support the self-efficacy beliefs, task value, and self-regulation skills of gifted students experiencing underachievement. Establishing meaningful links between students’ interests and academic tasks may increase engagement in the learning process. Enhancing teachers’ awareness of underachievement and avoiding interpretations of low performance as mere lack of effort are particularly important. Informational activities for families should address the effects of parental attitudes toward academic achievement on students’ motivation. Educational practices for gifted students should move beyond identification and academic acceleration to include motivational and psychosocial needs. In particular, the development of transition programs that support students’ academic and emotional adjustment during critical periods such as the transition from middle school to high school may reduce the risk of underachievement. Strengthening alignment between school and BILSEM programs and incorporating this topic into teacher education processes are also essential. Future research is recommended to replicate and extend these findings through studies conducted with larger samples and in diverse contexts. Longitudinal and mixed-method designs may provide deeper into the developmental course of underachievement over time. In addition, studies that incorporate the perspectives of school administrators, school counselors, students, parents, and teachers may contribute to a more comprehensive understanding of this phenomenon.

  generalstated in recommendationsevidence 5/5
  Keywords: students underachievement academic school gifted performance process motivational recommended bilsem support self teachers transition programs
• Üstün Yeteneklilere Yönelik Geliştirilen Programının Normal Gelişim Gösteren Öğrencilerin Akademik Başarısına Etkisi (2026) · KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ · doi

  Building on these findings, future research could explore the following directions:Programs for different subjects and disciplines such as Turkish, Social Studies, Science, and Life Sciences at primary and secondary school levels, and Physics, Chemistry, Biology, History, Geography, and Literature at high school levels, were developed according to the Gifted Education Program Design, to test the impact on typical students' academic achievement. interests, and development comparisons between indicate t-test that Given that the Gifted Education Program Design supports the development of social skills, future studies could investigate the effects of discipline-specific programs, developed in alignment with this design, on students' social skill development.

  generalstated in inline gapsevidence 5/5
  Keywords: social design development future programs school levels developed gifted education program test students building explore
• Considerations in writing individualized educational plans for gifted learners (2026) · Journal for the Education of Gifted Young Scientists · doi

  Limited. https://doi.org/10.1108/s1479-363620170000009010 Tomlinson, C. A., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Moon, T. R., Brimijoin, K.,... & Reynolds, T. D. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119–145. https://doi.org/10.1177/016235320302700203 Toprak, Ö. F., & Çolak, A. (2024). IEP team members’ experiences on the process of preparing individualized education program in a secondary school. Kuramsal Eğitimbilim, 17(2), 351–373. https://doi.org/10.30831/akukeg.1325209 Treffinger, D. J., & Selby, E. C. (2009). Levels of service (LoS): A contemporary approach to programming for talent development. Center for Creative Learning. (2018). American VanTassel‐Baska, J. policy in gifted education.

  generalstated in future workevidence 5/5
  Keywords: https education gifted learning limited tomlinson brighton hertberg callahan moon brimijoin reynolds differentiating instruction response
• Attitudes of 1,200 Educators toward the Education of the Gifted and Talented: Implications for Teacher Preparation (1979) · journal for the education of the gifted · doi

  kecommendations for teacher. preparation in gifted and tal- ented education as suggested by this study are as follows: 1. Greater emphasis upon improving teaching identification procedures of the gifted should be provided, especially at the earlier grade level (Malone, 1975) and for less experienced teach- ers. This could be accomplished by familiarizing educators with operationally defined nomination procedures, which are provided in such devices as Scales For Rating the Behavioral Character- istics of Superior Students (Renzulli et al., 1976) and the Multi- dimensional Screening Device (Kranz, 1975) . 2. Further education is needed in the implementation and adaptation of well-researched instructional models such as “Struc- ture of the Intellect” (Meeker, 1969) ; “The Enrichment Triad Model” (Renzulli, 1977). 3. Considerable emphasis should be directed toward the ne- cessity for and positive effects of well-managed acceleration strategies. 4. The importance of developing creative problem solving skills as a relevant and legitimate educational objective should be stressed. 5. Much greater attention should be given to the affective development of the gifted/talented student’s growth. 211 Journal f o r the Education of the Gifted Vol. 2, No. 6 CONCLUSIONS The results of this study revealed that the educators surveyed were strongly in favor of providing gifted and talented students with appropriate educational alternatives. Most of these educators desired to meet the educational needs of the gifted within the classroom o r through special grouping, but were decidedly not in favor of acceleration for the gifted. The identification of the gifted was perceived as a secondary priority for inservices/work- shops although slightly over half of the educators nominated a student as being gifted. Most gifted/talented nominations occurred in the areas of general intellectual ability and specific academic aptitude, almost to the exclusion of nominations in the other U.S.O.E. definition of gifted/talented areas (Executive Summary, 1971, p. 3 ) . A majority of these educators did, however, indicate that identification of the gifted was difficult. The areas of cre- ativity and affective education were perceived by the sample as being relatively low priorities for inservices/workshops on the gifted/talented. The number of years of teaching experience, the grade level at which the educators were teaching, and whether or not they had attended previous inservices on the gifted/talented were sig- nificantly related to various attitudes toward the gifted and tal- ented. The recommendation for teacher preparation suggested by this study dealt with the need to emphasize the following areas in inservicedcourses on the giftedhalented: 1) operationally defined nomination procedures; 2) instructional models and strategies; 3) strategies for enhancing creative and affective develop- ment. REFERENCES Ciha, T. E. et a]. Parents as identifiers of giftedness, ignored but accurate. Unpublished paper read at the National Association of Gifted Children Con- ference, St. Louis, Missouri, February, 1974. Education of the Gifted and Talented Subcommittee on Labor and Public Wel- fare, U.S. Senate, March, 1972. Executive Summary, Education of the Gifted and Talented, Vol. 1. Report of the Congress of the United States Commissioner of Education, 1971.

  generalstated in recommendationsevidence 5/5
  Keywords: gifted talented education educators areas teaching identification procedures strategies educational affective inservices teacher preparation ented

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