However, the use of this media has not been addressed in terms of educating preservice teachers, in‐service teachers, and graduate students about the characteristics, stereotypes, social‐emotional nee

The gap

Consensus across the literature

Supporting evidence — 8 representative gaps

• Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas (2001) · doi

  Should we be concerned if educational resources for gifted and talented children vary widely from school to school, district to district, or state to state? Does it matter whether those resources are distributed unevenly by race or social class? This article begins by addressing the basic underlying question: Do gifted and talented children require supplemental resources at all? Two alternate theoretical perspectives are discussed.

  Keywords: resources gifted talented children school district state concerned educational vary widely matter whether distributed unevenly
• Case studies of gifted kindergarten children:<i>Profiles of promise</i> (2004) · doi

  In an effort to bridge this gap in the literature, this paper will report on investigations into the lives of five gifted kindergarten students utilizing a case study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic and creative domains.

  Keywords: effort bridge literature report investigations lives five gifted kindergarten students utilizing case methodology yielded themes
• Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study (2022) · doi

  An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers ( N = 1,304) who were asked whether or not they thought the students ( N = 26,720) in their class were gifted.

  Keywords: student teachers whether gifted open question characteristics evaluate used representative sample dutch primary school asked
• Critical Thinking Skills Among Elementary School Students (2014) · 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.

  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) · 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).

  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) · 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.

  Keywords: major there need program gifted children conclusions drawn interest area districts feel assistance problem areas
• Competencies of preschool teachers for work with gifted children (2017) · doi

  Pre-school teachers believe that the best-developed competencies refer to spatial-image and musical giftedness, and competencies for crating pedagogical profile are insufficiently developed, as well as those ones for individualisation of the work with gifted children and creating individual educational plan.

  Keywords: developed competencies school teachers believe best refer spatial image musical giftedness crating pedagogical profile insufficiently
• Using film in teacher training:<i>Viewing the gifted through different lenses</i> (2003) · doi

  However, the use of this media has not been addressed in terms of educating preservice teachers, in‐service teachers, and graduate students about the characteristics, stereotypes, social‐emotional needs, diverse populations, parenting issues, and characteristics of teachers of the gifted.

  Keywords: teachers characteristics media addressed terms educating preservice service graduate students stereotypes social emotional needs diverse