Gifted and Talented International

1996 - 2024

Current editor(s): Sheyla Blumen

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Volume 35, issue 2, 2020

Incremental validity of specific cognitive abilities beyond general intelligence for the explanation of students’ school achievement pp. 73-85

Moritz Breit and Franzis Preckel

The social coping of academically high-achieving females before the onset of disordered eating pp. 86-99

Jennifer Krafchek and Leonie Kronborg

Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students pp. 100-109

Brian P. Godor, Recep Uysal, Anne van der Poel and Pauline Jansen

Overview of meta-analyses on giftedness pp. 110-127

Uzeyir Ogurlu

Volume 35, issue 1, 2020

GTI editorial – July 2020 pp. 1-2

Leonie Kronborg and Megan Foley-Nicpon

First-generation students in rural communities: A study of effective programming components that support closing the excellence gap pp. 3-15

Carla B. Brigandi, Karen Rambo-Hernandez and Jeremy Schwartz

The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study pp. 16-26

Fallon Cook, Danielle Hippmann and Emina Omerovic

Gifted but equal? Parents’ perspectives on sibling relationships in families with gifted and non-gifted children pp. 27-38

Nava Ben Artzey

Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students pp. 39-57

Maya Antoun, Leonie Kronborg and Margaret Plunkett

Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment pp. 58-71

Sema Tan and C. June Maker

Volume 34, issue 1-2, 2019

Editorial pp. 1-5

Barbara Kerr and M. Alexandra Vuyk

Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach pp. 6-18

Lisa M. Ridgley, Lisa DaVia Rubenstein and W. Holmes Finch

Discovering the creativity of written works: the keywords study pp. 19-29

Burak Turkman and Mark A. Runco

Assessing creative productivity pp. 30-43

Hope E. Wilson and Lucinda Presley

The effects of models and instructions on children’s divergent thinking pp. 44-58

Lisa A. Bloom, Kristy K. Doss, Cameron Sastre and Todd H. Martin

The relationship between mathematical creativity and intelligence: a study on gifted and general education students pp. 59-70

Nihat Gurel Kahveci and Savaş Akgul

Fostering creativity using robotics among gifted primary school students pp. 71-78

Um Albaneen Yusuf Jamali

Raising the bar for mathematically gifted students through creativity-based mathematics instruction pp. 79-90

Joseph S. Kozlowski and Scott A. Chamberlin

Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature pp. 91-101

Ching-Lan Rosaline Lin and Megan Foley-Nicpon

Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences pp. 102-115

Serap Gurak-Ozdemir, Selcuk Acar, Gerard Puccio and Cory Wright

Personality and vocational interests of creative adolescents from racial and ethnic minorities pp. 116-128

M. Alexandra Vuyk and Barbara A. Kerr

Volume 33, issue 1-2, 2018

Correction pp. 1-1

The Editors

Editorial for Gifted and Talented International, 2018 pp. 1-2

Leonie Kronborg and Megan Foley-Nicpon

Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school pp. 3-14

Dimitrios Zbainos and Vassiliki Beloyianni

Autonomous creativity: The implicit autonomy motive fosters creative production and innovative behavior at school pp. 15-25

Ingrid Rita Baum and Nicola Baumann

Connecting creative coursework exposure and college student engagement across academic disciplines pp. 26-40

Angie L. Miller

Public images of gifted programs in China: A 38-year analysis of Chinese news reports on gifted education pp. 41-51

Sheng-Peng Huang, Yan Kong and Ying (“Alison”) Cheng

Gifted Syrian refugee students in Jordanian schools: have we identified them? pp. 52-63

Ali M. Alodat and Fawwaz A. Momani

What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters pp. 64-70

Tyler Clark and Julia Roberts

Volume 32, issue 2, 2017

Real engagement in active problem solving for Māori boys: A case study in a New Zealand secondary school pp. 75-86

Tracy Riley, Melinda Webber and Katrina Sylva

The landscape of Australian gifted education research: 1992–2013 pp. 87-98

Jennifer L. Jolly and Angela Chessman

Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study pp. 99-119

Jessica Cannaday and Jennifer Courduff

Spiritual education program for improving the emotional intelligence of gifted children: A multi-city single-group evaluation study pp. 120-133

Samta P. Pandya

Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation pp. 134-160

Svenja Matheis, Leonie Kronborg, Manfred Schmitt and Franzis Preckel

Volume 32, issue 1, 2017

Editorial pp. 1-2

Leonie Kronborg and Franzis Preckel

Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools pp. 3-26

Mehdi Ghahremani, Sareh Karami and Philip Balcaen

Creativity and innovation in Iceland: Individual, environmental, and cultural variables pp. 27-43

Barbara A. Kerr, Maxwell Birdnow, Jenelle Hallaert, Keely Alexander, Robyn Malmsten, Olivia Stull, J. D. Wright, Brittany Lucas, Rachel Swanson and Grace J. Claiborn

Exploring differences in creativity across academic majors for high-ability college students pp. 44-58

Angie L. Miller and Veronica A. Smith

Control and resilience: The importance of an internal focus to maintain resilience in academically able students pp. 59-74

Leonie Kronborg, Margaret Plunkett, Nicholas Gamble and Yvette Kaman

Volume 31, issue 2, 2016

Elementary students’ perceptions of their classroom activities in China: A validation study pp. 73-87

Yang Yang, Marcia Gentry, Jiaxi Wu, Enyi Jen and Yukiko Maeda

Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school pp. 88-101

Franzis Preckel, Hannah Rach and Vsevolod Scherrer

Turkish adaptation of the educational-learning capital questionnaire: Results for gifted and non-gifted students pp. 102-113

Marilena Z. Leana-Taşcılar

Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners? pp. 114-131

Julie Anne Irving, Ernestina Oppong and Bruce M. Shore

Volume 31, issue 1, 2016

Editorial pp. 1-3

Franzis Preckel and Leonie Kronborg

Toward an Iranian conception of giftedness pp. 4-18

Sareh Karami and Mehdi Ghahremani

The importance of being gifted: Stages of gifted identity development, their correlates and predictors pp. 19-32

Tanja Gabriele Baudson and Johanna Fee Ziemes

Giftedness counseling in Germany: Consultation reasons and issues and their relations to gender, age, and aptitude pp. 33-45

Nele Hannig and Christine Koop

Gifted education’s reflection of country-specific cultural, political, and economic features pp. 46-58

Roger S. Frantz and Katie Larsen McClarty

From overexcitabilities to openness: Informing gifted education with psychological science pp. 59-71

M. Alexandra Vuyk, Barbara A. Kerr and Thomas S. Krieshok

Volume 30, issue 1-2, 2015

Editorial pp. 1-5

Barbara A. Kerr and Leonie Kronborg

What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school? pp. 6-18

Charlotte Tweedale and Leonie Kronborg

Gender differences in self-concept, locus of control, and goal orientation in Mexican high-achieving students pp. 19-24

Angel Alberto Valdés-Cuervo, Pedro Antonio Sánchez Escobedo and María Dolores Valadez-Sierra

Creativity in students’ writing of open-ended stories across ethnic, gender, and grade groups: An extension study from third to fifth grades pp. 25-38

Abdulnasser A. Alhusaini and C. June Maker

Grade skipping and the achievements of girls pp. 39-48

Annette Heinbokel

Sources of global academic self-efficacy in academically high-achieving females before the onset of disordered eating pp. 49-60

Jennifer Krafchek and Leonie Kronborg

An exploration of women’s engagement in Makerspaces pp. 61-67

Vanessa Bean, Nicole M. Farmer and Barbara A. Kerr

Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? pp. 68-84

Franzis Preckel and Martin Brunner

Myth busting: Do high-performance students prefer working alone? pp. 85-105

Cheryl L. Walker and Bruce M. Shore

Students’ perceptions of real engagement in active problem solving pp. 106-121

I-Chen Wu, Randal Pease and C. June Maker

Current status of twice-exceptional students: A look at legislation and policy in the United States pp. 122-134

Nielsen Pereira, J. Dusteen Knotts and Julia Link Roberts

Cultural considerations for twice-exceptional children from Asian families pp. 135-145

Soeun Park

Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety? pp. 146-151

Steve Haberlin