Gifted and Talented International

1996 - 2025

Current editor(s): Sheyla Blumen

From Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().

Access Statistics for this journal.
Is something missing from the series or not right? See the RePEc data check for the archive and series.

Volume 40, issue 2, 2025

Looking back: Gifted young people’s reflections on learning in areas of deprivation pp. 91-106

Catherine Reid and Margaret Sutherland

Seeing through new lenses: Talent development summer programs, classroom quality, and modes of instruction post-COVID-19 pp. 107-118

Hernán Castillo-Hermosilla and Nielsen Pereira

Problem-solving strategies: A comparative study of mathematically gifted and non-identified students pp. 119-139

Yasemin Sipahi and Ayhan Kursat Erbas

Enrichment strategies for teaching Filipino gifted learners pp. 140-160

Tyrone O. Gil

The relationship between socioeconomic status and analytical, practical, and creative intelligence pp. 161-175

Abdulrahman Alduhayyim and Selcuk Acar

Understanding and examining the experiences of being formally identified as gifted: A mixed methods investigation pp. 176-197

Kayla Kitchens and Michael R. Langlais

Volume 40, issue 1, 2025

Stories of inspiration and agency: Messages from culturally diverse, gifted young adults living in low SES circumstances to the next generation pp. 1-28

Katrina E Reynen-Woodward, Penny Round and Pearl Subban

Gifted and non-gifted students’ differences on textually explicit, textually implicit, and script-based L2 reading items pp. 29-42

Kamal Heidari

Positive Discoveries: Identity Development and the Experiences of Gifted LGBTQ+ Students in Ireland pp. 43-56

Orla Dunne, Colm O’Reilly and Joe O’Hara

An interview with C. June Maker pp. 57-65

Michael F. Shaughnessy and C. June Maker

Hidden rules, barriers and enablers in education experienced by culturally diverse, gifted students from Low SES environments: Valuable perspectives from successful young adults pp. 66-90

Katrina Reynen-Woodward, Penny Round and Pearl Subban

Volume 39, issue 2, 2024

Sports talent identification and development in Tanzanian secondary schools: what are the constraints and negotiation strategies? pp. 71-88

Alfa Simwanza and Asish Paul

Illuminating wisdom in schools: new insights from Iranian teachers’ perspectives pp. 89-100

Alireza Mohseni, Ahmad Abedi, Salar Faramarzi and Sareh Karami

Correlates of creativity: an association between creativity, personality, and intelligence pp. 101-110

Divya Sadana, Rajnish Kumar Gupta, Sanjeev Jain, S. S. Kumaran and Jamuna Rajeswaran

Structural brain correlates of creative personality: a voxel-based morphometric study pp. 111-121

Divya Sadana, Rajnish Kumar Gupta, S. S. Kumaran, Sanjeev Jain and Jamuna Rajeswaran

The link between digital gaming and creativity: a meta analysis pp. 122-136

Uzeyir Ogurlu, Selcuk Acar, Ahmed M. Abdulla Alabbasi and Shaikhah Waleed Alrabai

Students with advanced literacy skills and related literacy instruction: a scoping review pp. 137-161

Diana von Börtzell-Szuch, Mara Westling Allodi and Attila Szabo

Volume 39, issue 1, 2024

Introducing interim co-editors, Kadir Bahar and Alexandra Vuyk pp. 1-3

Kadir Bahar and Alexandra Vuyk

The identification of primary school students who are gifted in science pp. 4-16

Sara Teymoori Pabandi, Rasol Abdullah Mirzaie, Milad Atabakhsh and Arezo Asfa

Evaluation of the dimensions of the Mawhiba-IAU summer enrichment program pp. 17-31

Omar M. Muammar and Fahad S. Alfaiz

University-based mentoring program for School-going gifted students pp. 32-45

Jyoti Sharma, B. Biswal, Pankaj Tyagi and Shobha Bagai

Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes pp. 46-59

Nava Ben Artzey and Mowafaq Qadach

Voices of twice-exceptional students in their first year of higher education pp. 60-69

Katia Sandoval-Rodríguez and María Leonor Conejeros-Solar

Volume 38, issue 2, 2023

Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands pp. 91-106

Kim Smeets, Ellen Rohaan, Joke Peijnenburg, Elise Samsen-Bronsveld and Anouke Bakx

Exploring the gender gap in mathematics and science from the score distribution of PISA: Lessons learned from gifted education teachers’ perspective pp. 107-121

Hsiao-Ping Yu and Enyi Jen

Tests of measurement invariance of three Wechsler intelligence tests in economically developing nations in South Asia and Sub-Saharan Africa pp. 122-138

Russell T. Warne

A phenomenological study exploring white teachers’ potential for cross-cultural talent recognition within charter and magnet schools pp. 139-148

Cristina Worley and Meg E. Hines

The validation of the Gifted Rating Scales–School Form in Saudi Arabia pp. 149-163

Yusra Zaki Aboud

Models for youth sports talent identification and development: An integrative review of research pp. 164-176

Alfa Simwanza and Asish Paul

A systematic review of the factors affecting twice-exceptional students’ social and emotional development pp. 177-189

Saide Nur Duyar, Canan Özkaya and Hasan Akdeniz

Gifted Irish students’ perception of academic experiences during the pandemic pp. 190-202

Rebecca McDonnell, Jennifer Riedl Cross, Colm O’Reilly, Tracy L. Cross, Leeanne Hinch and Anyesha Mishra

Volume 38, issue 1, 2023

Assessing meaning in life for gifted learners: Validation of a Chinese version of meaning in life in children questionnaire pp. 1-11

Mantak Yuen, Ryder T. H. Chan, Jiahong Zhang, Eric Fung and Serene Chan

Supporting and guiding families of gifted children: The role of a psychoeducational program pp. 12-20

Denise de Souza Fleith, Renata Muniz Prado and Daniela Vilarinho-Pereira

Career choice in gifted students with interests in STEM pp. 21-30

María Paz Gómez-Arízaga, Marianela Navarro, Karin Roa-Tampe, María Leonor Conejeros-Solar, Marieta Valdivia-Lefort, Annjeanette Martin and Carla Bravo Rojas

Improving equity in gifted education: Analyzing the fairness of the scales for the identification of gifted students (SIGS-2) pp. 31-44

Laila Y. Sanguras, Todd Kettler, Shavonne Gibson, Angie Torres and Hamza Haqqi

Using draw, write, and tell to reveal gifted students’ perceptions and interests of STEAM disciplines pp. 45-61

Oktay Kizkapan, Oğuzhan Nacaroğlu and Tahsin Bozdağ

The “d” in the Peterson Proactive Developmental Attention (PPDA) model: A lens for understanding and supporting underachievers pp. 62-76

Jean Peterson and Enyi Jen

Career decision-making of talented engineering graduates in Hong Kong pp. 77-90

Chloe Chan and Mantak Yuen

Volume 37, issue 2, 2022

Editorial pp. 83-85

Leonie Kronborg and Megan Foley-Nicpon

Qualitative and quantitative development of the High Functioning ASD Screener (HFAS) pp. 86-96

Megan Foley-Nicpon, Margaret Candler, Erica Behrens, Zachary Sussman, Owen Gaasedelen and Cara Wienkes

An evaluation of quality of life for former gifted program participants in Vietnam pp. 97-108

Rebecca M. Nelson, Chi Tran, Ray E. Reichenberg and Phu Vu

Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students pp. 109-118

Zeynep Yazgı Yanık and Nüket Afat

Choices gifted women made in education, personal life, and career: A qualitative study in the Netherlands pp. 119-133

Ingeborg Veldman-de Jonge and Enyi Jen

The relation between teachers’ background and school type and their perceptions of the gifted and gifted education pp. 134-151

Maya Antoun

South Korean pre-service primary school teachers’ opinions about acceleration for gifted students pp. 152-162

Heejin Woo, Therese M. Cumming and Sue O’Neill

Teachers’ perspective on gifted students with extraordinary learning potential in Norway: A descriptive study with primary and secondary teachers pp. 163-172

Astrid Lenvik, Lise Øen Jones and Elisabeth Hesjedal

Volume 37, issue 1, 2022

How group composition affects gifted students: Theory and evidence from school effectiveness studies pp. 1-13

Gundula Wagner

Bullying and giftedness in school environment pp. 14-24

Carina Alexandra Rondini and Alex Almeida da Silva

Not any gifted is an expert in mathematics and not any expert in mathematics is gifted pp. 25-41

Nurit Paz-Baruch, M. Leikin and R. Leikin

Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats) pp. 42-55

Ali M. Alodat and Marcia Gentry

Perfectionism, mattering, stress, and self-regulation of home learning of UK gifted and talented students during the COVID-19 pandemic pp. 56-63

Andrew P. Hill and Daniel J. Madigan

Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia pp. 64-82

Khlood K. Alshareef, Marcia B. Imbeau and Waheeb S. Albiladi