Gifted and Talented International

1996 - 2024

Current editor(s): Sheyla Blumen

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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

Volume 36, issue 1-2, 2021

Where do eminence and transformational achievement fit into the gifted education picture? pp. 1-2

Rena Subotnik, Paula Olszewski-Kubilius and Leonie Kronborg

Giftedness and eminence: Clarifying the relationship pp. 3-14

Frank C. Worrell, Rena F. Subotnik and Paula Olszewski-Kubilius

Developing talent into creative eminence: Understanding the productive giftedness of world class artists pp. 15-31

Susan J. Paik, Lindsey Kunisaki, Vinh Q. Tran and Iraise Garcia

Eminence-focused talent development in drum and bugle corps pp. 32-43

Daniel Patrick Balestrini and Heidrun Stoeger

Creative productive eminence in talented women: Beliefs, motivation, and drive to create pp. 44-54

Sally M. Reis and Molly Holinger

Passionate and opportune engagement to accomplish or achieve in talent domains leading to female eminence pp. 55-68

Leonie Kronborg

A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM pp. 69-81

Mireille Krischler, Elena Mack, Jessica Gnas, Moritz Breit, Julia Matthes and Franzis Preckel

Mapping eminence and expertise of talented STEM students – A study of talent development from India pp. 82-92

Paromita Roy and Anyesha Mishra

Missing link between talent development and eminence: Why gifted students abandon their pursuit of science pp. 93-101

Jiwon Lee

The role of psychosocial support training in sports talent development pp. 102-114

Luis Orione, Denise de Souza Fleith and Fabrízio Veloso