Effective professional learning (PL) practices are essential for promoting experienced and talented teachers' continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member…

This qualitative study examined factors that gifted Finnish upper secondary school physics students (N = 24) identified as helping or hindering their talent development in physics. In-depth interviews captured students' descriptions of critical incidents regarding their physics talent development at home, school, and in leisure time. The results…

The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and…

The purpose of this qualitative study was to provide empirical evidence of the extent to which the types of tasks recommended by Sheffield for eliciting characteristics of mathematical promise allowed for the manifestation of these characteristics in primary-grade students within a problem-based learning (PBL) context. Data included student work…