The article explores the evolution of research on giftedness and high ability through a bibliometric analysis. It highlights challenges in identifying gifted individuals, who represent approximately 6.5% of students, although biased instruments and discriminatory selection practices may affect the identification of high skilled students. The…

Over the last two decades, education in Australia and New Zealand has focussed on improving student underachievement in schools. There is concern that this focus is having a negative impact on meeting the needs of high-ability students, including those who are potentially high-ability science students. It appears the freedom the national…

Many gifted characteristics overlap the symptoms of attention deficity-hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned…

For over 60 years, longitudinal research on tens of thousands of high ability and intellectually precocious youth has consistently revealed the importance of spatial ability for hands-on creative accomplishments and the development of expertise in science, technology, engineering, and mathematical (STEM) disciplines. Yet, individual differences in…

The purpose of the study, giving rise to this article is to highlight factors that play a role in the identification of gifted students through analysis of literature and current issues in Turkey. The article points out differences between what is typically found in literature and what occurs in Turkey. It is based on a review of definitions and…

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists…

Academic tracking is a common practice in American high schools. While its impact on the lives of teachers and students is well documented, few studies pay close attention to the criteria used to determine high school students' academic trajectories or how teachers select and apply these criteria. This review, which examines the types of…

The existence of underachievers who are gifted remains an important concern for many educators. As educators work to reverse this phenomenon we believe the underachievement of gifted students needs attention via this research and other studies that contextualize the issues within the North American education system. The authors believed that every…

(Purpose) This literature review discusses the prevalence of bias against minorities in all aspects of selection for gifted and talented services. (Findings) Topics addressed in this paper include: (1) progression of the definition of giftedness; (2) minority bias in gifted identification and referrals by school personnel; (3) discriminatory…

The paper considers myths about the educability of children from varying ethnic, racial, and socioeconomic backgrounds, and addresses the special needs of gifted Black adolescents. Hereditary, environmental, and developmental views toward educability are reviewed, and the developmental position is further examined as it relates to minority…

Describes a system of categories to subdivide the gifted and talented population into the following more homogeneous subgroups: mild, moderate, high, exceptional, and extreme. Based on the metric system, each of the five levels, including the minimum threshold, selects the top 10% of the previous level. (Author/CR)

The research of psychologist and educator Leta Hollingworth (1886-1939) in the areas of psychology of women, mental retardation, and intellectual talent is summarized. Topics include the variability hypothesis of male/female differences, the seeming greater incidence of mental retardation among males, identification of the gifted, and myths about…

A review of the literature on gifted students with learning disabilities concludes that the literature is presently unable to provide empirically based guidelines for identifying and serving children who are both gifted and learning disabled. Several key problems are discussed, including identification, characteristics, and intervention.…

This publication presents a literature review on the gifted in Section I and a plan for a projected gifted national data base in Section II. Five common misconceptions concerning the gifted are disspelled, and in addition, characteristics of the gifted are listed. Discussion of programs for the gifted focuses on contents, learning environment, and…

This paper reviews literature-based giftedness definitions which have evolved as different manifestations of giftedness have been recognized. Various fields of giftedness are outlined, including mental, creative, specific academic, psychosocial (leadership), performing arts, kinesthetic (athletic), manipulative skills, and…