International Journal of Innovative Approaches in Education
Abbreviation: IJIAPE | ISSN (Online): 2602-4489 | DOI: 10.29329/ijiape

Research article    |    Open Access
International Journal of Innovative Approaches in Education 2025, Vol. 9(2) 17-43

Oh No! There’s a Gifted Student in the Class: The Other Side of Giftedness

Seval Bircan Yılmaz Yıldız, Ercan Kiraz

pp. 17 - 43   |  DOI: https://doi.org/10.29329/ijiape.2025.1333.1

Publish Date: June 30, 2025  |   Single/Total View: 0/0   |   Single/Total Download: 0/0

PDF Download

Abstract

In the late 20th century, specialists began using tests like IQ assessments to identify children who displayed differences in their thinking and learning patterns. The use of these tests raised questions about how schools and teachers could best adapt their methods to help these exceptional students thrive in school. However, the practice of identifying and categorizing children sparked debates about the fairness of labeling students based on test results. Educators questioned the tests’ fairness, accessibility, and ability to capture the diverse dimensions of intelligence and giftedness, especially since test-taking skills do not always accurately reflect a person's true talents. Giftedness extends beyond natural intelligence; it encompasses emotional awareness, cognitive flexibility, and the ability to navigate complex social dynamics. This paper focuses on the challenges faced by gifted children. It explores the experience of giftedness from multiple perspectives of parents, teachers, and the students themselves providing a comprehensive view of gifted education. Through this multi-faceted analysis, we aim to contribute to ongoing discussions about gifted education and illuminate the challenges educators encounter in identifying and properly instructing gifted students across various educational settings. Findings of the study indicated that gifted students demonstrate more acceptable attitudes toward others and themselves in the course of the study.

Keywords: Gifted Education, Underachievement in Gifted Children, Peer Relationships in Giftedness, Game-Based Learning, Social-Emotional Development

How to Cite this Article?

APA 7th edition
Yildiz, S.B.Y., & Kiraz, E. (2025). Oh No! There’s a Gifted Student in the Class: The Other Side of Giftedness. International Journal of Innovative Approaches in Education, 9(2), 17-43. https://doi.org/10.29329/ijiape.2025.1333.1

Harvard
Yildiz, S. and Kiraz, E. (2025). Oh No! There’s a Gifted Student in the Class: The Other Side of Giftedness. International Journal of Innovative Approaches in Education, 9(2), pp. 17-43.

Chicago 16th edition
Yildiz, Seval Bircan Yilmaz and Ercan Kiraz (2025). "Oh No! There’s a Gifted Student in the Class: The Other Side of Giftedness". International Journal of Innovative Approaches in Education 9 (2):17-43. https://doi.org/10.29329/ijiape.2025.1333.1
References
  1. Abedi, A. (2023).Social development in gifted children: challenges and opportunities. Psychological Research in Individuals with Exceptional Needs, (1)3, 1-3. https://doi.org/10.61838/kman.prien.1.3.1 [Google Scholar] [Crossref] 
  2. Alexander, G., & van Wyk, M. M. (2014). Does cooperative learning as a teaching approach enhances teaching and learning in integrated culturally diverse school settings? An exploratory study. Mediterranean Journal of Social Sciences, (5)2, 689-698. https://doi.org/10.5901/MJSS.2014.V5N2P689 [Google Scholar] [Crossref] 
  3. Alexopoulou, A., Batsou, A., & Drigas, A. (2019). Resilience and academic underachievement in gifted students: causes, consequences and strategic methods of prevention and intervention. International Journal of Online and Biomedical Engineering, 15(14), 78–86. https://doi.org/10.3991/ijoe.v15i14.11251 [Google Scholar] [Crossref] 
  4. Al-Shabatat, A. M. (2013). A review of the contemporary concepts of giftedness and talent. International Interdisciplinary Journal of Education, (2)12, 1336-1346. https://doi.org/10.12816/0002983 [Google Scholar] [Crossref] 
  5. Altintas, E., & Ozdemir, A. S. (2015). Evaluating a newly developed differentiation approach in terms of student achievement and teachers’ opinions. Kuram ve Uygulamada Eğitim Bilimleri/Educational Sciences: Theory & Practice, 15(4),1103-1118. https://doi.org/10.12738/estp.2015.4.2540 [Google Scholar] [Crossref] 
  6. Alzahraney, T. S. (2023). Labeling is not the issue: the benefits of labeling children with learning disabilities when response to intervention is implemented. International Journal of Special Education, 38(1), 1–15. https://doi.org/10.52291/ijse.2023.38.1 [Google Scholar] [Crossref] 
  7. Ayoub, A. E. A., & Aljughaiman, A. M. (2016). A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories. Learning and Individual Differences, (5)1, 11–18. https://doi.org/10.1016/j.lindif.2016.08.018 [Google Scholar] [Crossref] 
  8. Aziz, A. R. A., Razak, N. H. A., Sawai, R. P., Kasmani, M. F., Amat, M. I., & Shafie, A. A. H. (2021). Exploration of challenges among gifted and talented children. Malaysian Journal of Social Sciences and Humanities, (6)4, 242-251. https://doi.org/10.47405/MJSSH.V6I4.760 [Google Scholar] [Crossref] 
  9. Baccassino, F., & Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review.Frontiers in Education, (7). https://doi.org/10.3389/feduc.2022.1073007 [Google Scholar] [Crossref] 
  10. Baykoç, N., Aydemir, D., & Uyaroğlu, B. (2014). Inequality in educational opportunities of gifted and talented children in Türkiye.Procedia-Social and Behavioral Sciences.(143), 1133-1138. https://doi.org/10.1016/J.SBSPRO.2014.07.566 [Google Scholar] [Crossref] 
  11. Berndt, M., Strijbos, J.-W., & Fischer, F. (2022). Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing. Studies in Educational Evaluation,(75). https://doi.org/10.1016/j.stueduc.2022.101197 [Google Scholar] [Crossref] 
  12. Brigham, F. J., & Bakken, J. P. (2014).Assessment of individuals who are gifted and talented. Gifted Education: Current Perspectives and Issues, (26). https://doi.org/10.1108/S0270-4013(2014)0000026002 [Google Scholar] [Crossref] 
  13. Buescher, T. M. (1987). Influences on strategies adolescents use to cope with their own recognized talents (Report No. ED288285). National Research Center on the Gifted and Talented. https://eric.ed.gov/?id=ED288285 [Google Scholar]
  14. Callahan, C.M., & Hertberg-Davis, H.L. (Eds.). (2017). Fundamentals of Gifted Education: Considering Multiple Perspectives (2nd ed.). Routledge. https://doi.org/10.4324/9781315639987 [Google Scholar] [Crossref] 
  15. Cara, C. (2011). Embracing diversity through open doors: using social competency processes to build effective teaching and learning communities. The International Journal of Diversity in Organizations, Communities, and Nations: Annual Review, (11)1. https://doi.org/10.18848/1447-9532/CGP/V11I01/38953 [Google Scholar] [Crossref] 
  16. Chan, D. W. (2015). Education for the gifted and talented. International Encyclopedia of the Social & Behavioral Sciences, (2),158-164. https://doi.org/10.1016/B978-0-08-097086-8.92137-8 [Google Scholar] [Crossref] 
  17. Chen, C.-H., & Hwang, G.-J. (2017). Effects of the team competition-based ubiquitous gaming approach on students’ interactive patterns, collective efficacy and awareness of collaboration and communication. Educational Technology & Society, (20)1, 87-98. [Google Scholar]
  18. Cohen, L. M. (1987). 13 tips for teaching gifted students. Teaching Exceptional Children, 20(1), 34-38. https://doi.org/10.1177/004005998702000108 [Google Scholar] [Crossref] 
  19. Coleman, L. J. (1994). "Being a teacher": Emotions and optimal experience while teaching gifted children. Gifted Child Quarterly, 38(3), 146-152. https://doi.org/10.1177/001698629403800308 (Original work published 1994) [Google Scholar] [Crossref] 
  20. Cotabish, A., & Robinson, A. (2012). The effects of peer coaching on the evaluation knowledge, skills, and concerns of gifted program administrators. Gifted Child Quarterly, 56(3), 160-170. https://doi.org/10.1177/0016986212446861 [Google Scholar] [Crossref] 
  21. Cross, J. R. (2013). Gifted education as a vehicle for enhancing social equality. Roeper Review, 35(2), 115-123. https://doi.org/10.1080/02783193.2013.766962 [Google Scholar] [Crossref] 
  22. Cross, J. R. (2015).Gifted Children and Peer Relationships. Routledge: Newyork https://doi.org/10.4324/9781003238928-5 [Google Scholar] [Crossref] 
  23. Dai, D. Y. (2013). Excellence at the cost of social justice? negotiating and balancing priorities in gifted education. Roeper Review, 35(2), 93–101. https://doi.org/10.1080/02783193.2013.766961 [Google Scholar] [Crossref] 
  24. Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E. H., & Rothstein, J. (2012). Evaluating Teacher Evaluation: Popular Modes of Evaluating Teachers Are Fraught with Inaccuracies and Inconsistencies, but the Field Has Identified Better Approaches. Colleagues, (10)2, 19-27. [Google Scholar]
  25. David, H. (2015). The gifted disabled student in the regular and the special classroom. International Letters of Social and Humanistic Sciences, 51, 19-32. https://doi.org/10.18052/www.scipress.com/ILSHS.51.19 [Google Scholar] [Crossref] 
  26. Dolu, G., & Ürek, H. (2014). A study related to the investigation of multiple intelligence profiles of gifted and talented children across Turkey. Journal for the Education of Gifted Young Scientists, 2(2), 58-66. [Google Scholar]
  27. Eddles-Hirsch, K., Vialle, W., McCormick, J., & Rogers, K. (2012). Insiders or outsiders: The role of social context in the peer relations of gifted students. Roeper Review, 34(1), 53–62. https://doi.org/10.1080/02783193.2012.627554 [Google Scholar] [Crossref] 
  28. El Khoury, S., Al-Hroub, A. (2018). Identification of gifted students: History, Tools, and Procedures. In: Gifted Education in Lebanese Schools. Springer Briefs in Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-78592-9_3 [Google Scholar] [Crossref] 
  29. Ellett, P. (1993). Cooperative learning and gifted education. Roeper Review, 16(2), 114–116. https://doi.org/10.1080/02783199309553553 [Google Scholar] [Crossref] 
  30. Nettleton, K. F., Kessinger, M. W., & Lennex, L. (2023). Engaging on common ground: inclusion of the gifted student in the classroom. In K. Koreeda, M. Tsuge, S. Ikuta, E. Dalton, & L. Ewe (Eds.), Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles, (pp. 260-283). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-7370-2.ch015 [Google Scholar] [Crossref] 
  31. Eriksson, G., & Wallace, B. (Eds.). (2006). Diversity in Gifted Education: International Perspectives on Global Issues, (1st ed.). Routledge. https://doi.org/10.4324/9780203012147 [Google Scholar] [Crossref] 
  32. Eriksson-Sluti, G. (2001). The gifted game: overcoming stereotyping in gifted education. Gifted Education International, 15(2), 178-187. https://doi.org/10.1177/026142940101500208 [Google Scholar] [Crossref] 
  33. Fall, J., & Nolan, L. (1993). A paradox of exceptionalities. Gifted Child Today Magazine, 16(1), 46-49. https://doi.org/10.1177/107621759301600112 [Google Scholar] [Crossref] 
  34. Fatouros, C. (1986). Early identification of gifted children is crucial but how should we go about it? Gifted Education International, 4(1), 24-28. https://doi.org/10.1177/026142948600400107 [Google Scholar] [Crossref] 
  35. Feldhusen, J. F. (1985). The teacher of gifted students. Gifted Education International, 3(2), 87-93. https://doi.org/10.1177/026142948500300203 [Google Scholar] [Crossref] 
  36. Feuchter, M. & Preckel, F. (2021). Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping. Psychological Test and Assessment Modeling, 63(3), 381–403. https://www.psychologie-aktuell.com/fileadmin/download/ptam/3-2021_20211210/07_Feuchter_Preckel.pdf [Google Scholar]
  37. Fiedler, K., Walther, E., Freytag, P. & Plessner, H. (2002). Judgment biases in a simulated classroom—A cognitive-environmental approach. Organizational Behavior and Human Decision Processes, 88(1). https://doi.org/10.1006/obhd.2001.2981. [Google Scholar] [Crossref] 
  38. Flynn, A. S., & Shelton, A. L. (2022). Solving the right problem: The need for alternative identification measures in gifted education. Gifted Child Quarterly, 66(2), 144-145. https://doi.org/10.1177/00169862211046394 [Google Scholar] [Crossref] 
  39. Ford, D. Y. (2021).Intelligence Testing and Cultural Diversity: The Need for Alternative Instruments, Policies, and Procedures. Alternative Assessments with Gifted and Talented Students (1st ed.). Routledge. https://doi.org/10.4324/9781003232988-6 [Google Scholar] [Crossref] 
  40. Ford, D. Y., Scott, M. T., Moore, J. L., & Amos, S. O. (2013). Gifted education and culturally different students: examining prejudice and discrimination via microaggressions. Gifted Child Today, 36(3), 205-208. https://doi.org/10.1177/1076217513487069 [Google Scholar] [Crossref] 
  41. Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent [Google Scholar]
  42. potential. National Research Center on the Gifted and Talented, University of Connecticut. https://nrcgt.uconn.edu/research-based_resources/fraspass/ [Google Scholar]
  43. Garn, A.C., Matthews, M.S. and Jolly, J.L. (2012), Parents' role in the academic motivation of students with gifts and talents. Psychology in the Schools, (49), 656-667. https://doi.org/10.1002/pits.21626 [Google Scholar] [Crossref] 
  44. Al-Ghazali, F.(2015), Peer feedback for peer learning and sharing, Learning and Teaching in Higher Education: Gulf Perspectives, (12)1, 46-61. https://doi.org/10.18538/lthe.v12.n1.179 [Google Scholar] [Crossref] 
  45. Ginsberg, M. B. (2005). Cultural diversity, motivation, and differentiation. Theory Into Practice,44(3), 218–225. https://doi.org/10.1207/s15430421tip4403_6 [Google Scholar] [Crossref] 
  46. Wlodkowski, R. J. & Ginsberg, M. B. (1995).A framework for culturally responsive teaching. Educational Leadership, (53)1, 17-21. [Google Scholar]
  47. Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, & Coping, 21(2), 185–198. https://doi.org/10.1080/10615800701628827 [Google Scholar] [Crossref] 
  48. Gordon, E. W., & Bridglall, B. L. (2006). The affirmative development of academic ability: in pursuit of social justice. Teachers College Record, 108(14), 58-70. https://doi.org/10.1177/016146810610801404 [Google Scholar] [Crossref] 
  49. Hamza, E. G., Abo Mohamed, E., & Elsantil, Y. (2020). A systemic review based study of gifted and talented. Talent Development & Excellence, (12), 2888-2897. https://doi.org/10.3390/ijerph16183266 [Google Scholar] [Crossref] 
  50. Headey, Bruce and Muffels, Ruud and Wagner, Gert G. (2012). Parents transmit happiness along with associated values and behaviors to their children - a lifelong happiness dividend? SOEPpaper No. 492, Available at SSRN:https://ssrn.com/abstract=2166753 or http://dx.doi.org/10.2139/ssrn.2166753 [Google Scholar]
  51. Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3–5), 324–345. https://doi.org/10.1080/13803611.2018.1550841 [Google Scholar] [Crossref] 
  52. Howley, A. (1986). Gifted education and the spectre of elitism. The Journal of Education, 168(1), 117–125. http://www.jstor.org/stable/42741712 [Google Scholar]
  53. Hu, H. (2019). Implementing resilience recommendations for policies and practices in gifted curriculum. Roeper Review, 41(1), 42–50. https://doi.org/10.1080/02783193.2018.1553216 [Google Scholar] [Crossref] 
  54. Huang, S.Y. (2008). Early identification: cultivating success for young gifted children. Gifted Education International, 24(1), 118-125. https://doi.org/10.1177/026142940802400113 [Google Scholar] [Crossref] 
  55. Huss, J. A. (2006). Gifted education and cooperative learning: a miss or a match? Gifted Child Today, 29(4), 19-23. https://doi.org/10.4219/gct-2006-13 [Google Scholar] [Crossref] 
  56. Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. Educational Psychologist, 54(4), 331–339. https://doi.org/10.1080/00461520.2019.1652098 [Google Scholar] [Crossref] 
  57. Johnsen, S. K. (2021). Diversity and developing potential. Gifted Child Today, 44(4), 185-186. https://doi.org/10.1177/10762175211030355 [Google Scholar] [Crossref] 
  58. Jolly, J.L., & Jarvis, J.M. (Eds.). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives (1st ed.). Routledge. https://doi.org/10.4324/9781351227704 [Google Scholar] [Crossref] 
  59. Jovanovic, M. M., & Vukić, T. M. (2018). Types of support gifted students receive in school. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2(2), 125-135. https://doi.org/10.22190/FUTLTE1802125J [Google Scholar] [Crossref] 
  60. Jung, J. Y., Jackson, R. L., Townend, G., & McGregor, M. (2022). Equity in gifted education: the importance of definitions and a focus on underachieving gifted students. Gifted Child Quarterly, 66(2), 149-151. https://doi.org/10.1177/00169862211037945 [Google Scholar] [Crossref] 
  61. Justman, J. (1951). Obstacles to the improvement of teaching in classes for the gifted. Exceptional Children, 18(2), 41-44. https://doi.org/10.1177/001440295101800203 [Google Scholar] [Crossref] 
  62. Kaufman, A. S., & Harrison, P. L. (1986). Intelligence tests and gifted assessment: What are the positives? Roeper Review, 8(3), 154–159. https://doi.org/10.1080/02783198609552961 [Google Scholar] [Crossref] 
  63. Kaya, N. G., & Ataman, A. (2017). Effectiveness of teacher education program developed for teachers of gifted students. Journal for the Education of Gifted Young Scientists, 5(4), 1-30. https://doi.org/10.17478/JEGYS.2017.67 [Google Scholar] [Crossref] 
  64. Kefauver, G. N. (1943). Education for international security. The Bulletin of the National Association of Secondary School Principals, 27(117), 3-16. https://doi.org/10.1177/019263654302711702 [Google Scholar] [Crossref] 
  65. Kemmis, S., & McTaggart, R. (2005). Participatory Action Research: Communicative Action and the Public Sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (3rd ed., pp. 559-603). SAGE Publications. [Google Scholar]
  66. Kerr, B. (Ed.) (2014). Gifted and talented education. SAGE Publications Ltd, https://doi.org/10.4135/9781473915503 [Google Scholar] [Crossref] 
  67. Khalil, M. and Accariya, Z. (2016) Identifying “good” teachers for gifted students. Creative Education, (7), 407-418. https://doi.org/10.4236/ce.2016.73040 [Google Scholar] [Crossref] 
  68. Kirkiç, K. A. (2019). A study on the university placement system for gifted children in Turkey. Journal of Education and Learning, (8)3, 59-68. https://doi.org/10.5539/JEL.V8N3P59 [Google Scholar] [Crossref] 
  69. Krasnova, G. A., & Fedotov, A. V. (2021). STEM education as a factor of national security. RUDN Journal of Informatization in Education, 18(2), 137-151. https://doi.org/10.22363/2312-8631-2021-18-2-137-151 [Google Scholar] [Crossref] 
  70. Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. http://www.jstor.org/stable/1476635 [Google Scholar]
  71. Lamont, R. T. (2012). The fears and anxieties of gifted learners: Tips for parents and educators. Gifted Child Today, 35(4), 271-276. https://doi.org/10.1177/1076217512455479 [Google Scholar] [Crossref] 
  72. Lask,B. (1998).The highly talented child. Archives of Disease in Childhood, (63),118-119 https://doi.org/10.1136/ADC.63.2.118 [Google Scholar] [Crossref] 
  73. Leana-Taşcılar, M. Z. & Kanlı, E. (2014). Investigation of perfectionism and self–esteem scores of gifted and average students. Ankara University Journal of Faculty of Educational Sciences, 47(2), 1-20. https://doi.org/10.1501/Egifak_0000001335 [Google Scholar] [Crossref] 
  74. Lee, S.-Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56(2), 90-104. https://doi.org/10.1177/0016986212442568 [Google Scholar] [Crossref] 
  75. León, G.M. I. (2020). La Soledad en la Alta Capacidad Intelectual: Factores de Riesgo y Estrategias de Afrontamiento: Loneliness in giftedness. Revista De Psicoterapia, 31(117), 297–311. https://doi.org/10.33898/rdp.v31i117.364 [Google Scholar] [Crossref] 
  76. Li, J., Niu, Y., Chen, J. (2012). Study on Cooperative Game Model of Talent Training through School-Enterprise Coalition. In: Wang, F.L., Lei, J., Gong, Z., Luo, X. (eds) Web Information Systems and Mining, WISM 2012. https://doi.org/10.1007/978-3-642-33469-6_14 [Google Scholar] [Crossref] 
  77. Lohman, D. F. (2005). An aptitude perspective on talent: implications for identification of academically gifted minority students. Journal for the Education of the Gifted, 28(3-4), 333-360. https://doi.org/10.4219/jeg-2005-341 [Google Scholar] [Crossref] 
  78. López, V., & Sotillo, M. (2009). Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents. High Ability Studies, 20(1), 39–53. https://doi.org/10.1080/13598130902860739 [Google Scholar] [Crossref] 
  79. Mammadov, S. (2015). Current policies and policy efforts for the education of gifted children in Turkey. Roeper Review, 37(3), 139–149. https://doi.org/10.1080/02783193.2015.1047548 [Google Scholar] [Crossref] 
  80. Margrain, V., & Farquhar, S. (2012). The education of gifted children in the early years: a first survey of views, teaching practices, resourcing and administration issues. The New Zealand Journal of Gifted Education, 17(1). https://doi.org/10.21307/APEX-2012-005 [Google Scholar] [Crossref] 
  81. Markusic, M. (2019). Unusual behaviors of gifted students: Disciplining gifted children. Retrieved from http://www.brighthubeducation.com/teaching-giftedstudents/49993-disciplining-badbehavior-in-gifted- children/ [Google Scholar]
  82. Matthews, D., Foster, J., Gladstone, D., Schieck, J., & Meiners, J. (2007). Supporting professionalism, diversity, and context within a collaborative approach to gifted education. Journal of Educational and Psychological Consultation, 17(4), 315–345. https://doi.org/10.1080/10474410701634161 [Google Scholar] [Crossref] 
  83. McArthur, J. (2023). Rethinking authentic assessment: Work, well-being, and society. Higher Education, (85), 85–101. https://doi.org/10.1007/s10734-022-00822-y [Google Scholar] [Crossref] 
  84. McNiff, J. (2013). Action Research: Principles and Practice (3rd ed.). Routledge. [Google Scholar]
  85. Neihart, M. (2016). The Social and Emotional Development of Gifted Children: What Do We Know? (M. Neihart, S.M. Reis, N.M. Robinson, & S.M. Moon, Eds.) (2nd ed.). Routledge. https://doi.org/10.4324/9781003238928 [Google Scholar] [Crossref] 
  86. Ninkov, I. (2020). Education policies for gifted children within a human rights paradigm: a comparative analysis. Journal of Human Rights and Social Work, (5), 280–289 https://doi.org/10.1007/s41134-020-00133-1 [Google Scholar] [Crossref] 
  87. Nissen, P. (2019).Detecting talent from the perspectives of students, parents, and teachers.US-China Education Review B, 9(4), 119-127. https://doi.org/10.17265/2161-6248/2019.04.001. [Google Scholar] [Crossref] 
  88. Nolte, M. (2012). A new view on giftedness? High Ability Studies, 23(1), 85–87. https://doi.org/10.1080/13598139.2012.679100 [Google Scholar] [Crossref] 
  89. Olawa, B. D., & Idemudia, E. S. (2019). Later-life satisfaction with adult children’s achievements: does parents’ personality matter? Heliyon, (5)9, 1-6 https://doi.org/10.1016/J.HELIYON.2019.E02406 [Google Scholar] [Crossref] 
  90. Olszewski-Kubilius, P. and Thomson, D. (2012). Gifted Education Programs and Procedures. In Handbook of Psychology, Second Edition (eds. I. Weiner, W.M. Reynolds and G.E. Miller).https://doi.org/10.1002/9781118133880.hop207016 [Google Scholar] [Crossref] 
  91. Oreck, B. A., Owen, S. V., & Baum, S. M. (2003). Validity, reliability, and equity issues in an observational talent assessment process in the performing arts. Journal for the Education of the Gifted, 27(1), 62-94. https://doi.org/10.1177/016235320302700105 [Google Scholar] [Crossref] 
  92. Pallas, A. M. (2010). Measuring What Matters. Phi Delta Kappan, 92(4), 68-71. https://doi.org/10.1177/003172171009200414 [Google Scholar] [Crossref] 
  93. Park, S., & Steve Oliver, J. (2009). The translation of teachers’ understanding of gifted students into instructional strategies for teaching science. Journal of Science Teacher Education, 20(4), 333–351. https://doi.org/10.1007/s10972-009-9138-7 [Google Scholar] [Crossref] 
  94. Parsons, S. A., Dodman, S. L., & Burrowbridge, S. C. (2013). Broadening the view of differentiated instruction. Phi Delta Kappan, 95(1), 38-42. https://doi.org/10.1177/003172171309500107 [Google Scholar] [Crossref] 
  95. Patrick, H., Bangel, N. J., Jeon, K.-N., & Townsend, M. A. R. (2005). Reconsidering the issue of cooperative learning with gifted students. Journal for the Education of the Gifted, 29(1), 90-108. https://doi.org/10.1177/016235320502900105 [Google Scholar] [Crossref] 
  96. Pendarvis, E., & Howley, A. (1996). Playing fair: the possibilities of gifted education. Journal for the Education of the Gifted, 19(2), 215-233. https://doi.org/10.1177/016235329601900207 (Original work published 1996) [Google Scholar] [Crossref] 
  97. Peters, S. J. (2021). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82-94. https://doi.org/10.1177/00169862211002535 [Google Scholar] [Crossref] 
  98. Pieczywok, A.(2013).Changing the paradigm of education for securityconnections. The Quarterly Journal, 13(1),1-12. https://doi.org/10.11610/CONNECTIONS.13.1.01 [Google Scholar] [Crossref] 
  99. Popescu, D.-M., Miu (Rotaru), F., & Manache (Șerban), A. (2022). Management of activities “school after school”. LUMEN Proceedings, (18), 176-184. https://doi.org/10.18662/lumproc/gidtp2022/18 [Google Scholar] [Crossref] 
  100. Gusti Rahmadani. (2022). Determining talent based on student skills using fuzzy logic. International Journal of Health Engineering and Technology,1(3), 490-498. https://doi.org/10.55227/ijhet.v1i3.77 [Google Scholar] [Crossref] 
  101. Reid, C., Romanoff, B., Algozzine, B., & Udall, A. (2000). An evaluation of alternative screening procedures. Journal for the Education of the Gifted, 23(4), 378-396. https://doi.org/10.1177/016235320002300404 [Google Scholar] [Crossref] 
  102. Renati, R., Bonfiglio, N. S., & Pfeiffer, S. (2016). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162. https://doi.org/10.1177/0261429416650948 [Google Scholar] [Crossref] 
  103. Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development for all students. Theory Into Practice, 44(2), 80–89. https://doi.org/10.1207/s15430421tip4402_2 [Google Scholar] [Crossref] 
  104. Rowley, J. L. (2008). Teaching strategies to facilitate learning for gifted and talented students. Australasian Journal of Gifted Education, 17(2), 36–42. https://search.informit.org/doi/10.3316/informit.720828846652095 [Google Scholar]
  105. Samsen-Bronsveld, H.E., Van der Ven, S.H.G., Speetjens, P.P.A.M. and Bakx, A.W.E.A. (2023), Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective. Journal of Reseach in Special Educational Needs, (23) 100-115. https://doi.org/10.1111/1471-3802.12583 [Google Scholar] [Crossref] 
  106. Sayı, A.K. & Şahin, F. (2021). Examination of gifted students’ internet / game addiction and school social behaviors. Pegem Journal of Education and Instruction, (11) 4, 33-43. https://doi.org/10.47750/pegegog.11.04.04 [Google Scholar] [Crossref] 
  107. Scherrer, V., & Preckel, F. (2018). Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research, 89(2), 211-258. https://doi.org/10.3102/0034654318819127 [Google Scholar] [Crossref] 
  108. Schmitz, C. C., & Galbraith, J. (1991). Managing the social and emotional needs of the gifted. Australia: Hawker Brownlow Education. Melbourne [Google Scholar]
  109. Sears, D.A., Reagin, J.M. (2013). Individual versus collaborative problem solving: divergent outcomes depending on task complexity. Instructional Science, (4)1, 1153–1172. https://doi.org/10.1007/s11251-013-9271-8 [Google Scholar] [Crossref] 
  110. Sharma, Anjali, and Ashutosh Kudei. 2024. Opportunities and challenges of working with gifted learners: A systematic review. Journal of Education, Society and Behavioural Science, (37)6, 491-501. https://doi.org/10.9734/jesbs/2024/v37i61360. [Google Scholar] [Crossref] 
  111. Shernoff, D.J. (2013). Model After-School Programs. In: Optimal Learning Environments to Promote Student Engagement. Advancing Responsible Adolescent Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-7089-2_13 [Google Scholar] [Crossref] 
  112. Silverman, L.K. (2018). Assessment of Giftedness. In: Pfeiffer, S. (eds) Handbook of Giftedness in Children. Springer, Cham. https://doi.org/10.1007/978-3-319-77004-8_12 [Google Scholar] [Crossref] 
  113. Smith, L. M, & Campbell, R. J. (2015). So-called giftedness and teacher education: issues of equity and inclusion. Teachers and Teaching, 22(2), 255–267. https://doi.org/10.1080/13540602.2015.1055448 [Google Scholar] [Crossref] 
  114. Sternberg, R. (1996). Neither elitism nor egalitarianism: Gifted education as a third force in American education. Roeper Review, 18(4), 261–263. https://doi.org/10.1080/02783199609553755 [Google Scholar] [Crossref] 
  115. Tan, H. H. (2012). Educating gifted and talented students: From teachers’ thinking to thinking teachers [Murdoch University]. https://researchportal.murdoch.edu.au/esploro/outputs/doctoral/Educating-gifted-and-talented-students-From/991005543128407891#file-0 [Google Scholar]
  116. Tan, S. (2021). Providing equity in gifted education in a single-state country. Gifted Child Quarterly, 66(2), 157-158. https://doi.org/10.1177/00169862211040523 [Google Scholar] [Crossref] 
  117. Torrance, E. P. (1974). Readiness of teachers of gifted to learn from culturally different gifted children. Gifted Child Quarterly, 18(3), 137-142. https://doi.org/10.1177/00169862740180030 [Google Scholar] [Crossref] 
  118. Tortop H.S. (2013). A new model program for academically gifted students in turkey: overview of the education program for the gifted students’ bridge with university (epgbu). Journal for the Education of Gifted Young Scientist, 1(2), 21-31. https://doi.org/10.17478/JEYSG.201329004 [Google Scholar] [Crossref] 
  119. Ünlü, Ö., & Karadaş, Y. (2023). Challenges faced by gifted students in the school environment and proposed solutions. International Journal of Turkish Education Sciences, (21), 1032-1071. https://doi.org/10.46778/goputeb.1336214 [Google Scholar] [Crossref] 
  120. Vaivre-Douret, L. (2011). developmental and cognitive characteristics of “high-level potentialities” (highly gifted) children, International Journal of Pediatrics, 420297, 14. https://doi.org/10.1155/2011/420297 [Google Scholar] [Crossref] 
  121. Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–688. https://doi.org/10.1037/a0015083 [Google Scholar] [Crossref] 
  122. VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211–217. https://doi.org/10.1207/s15430421tip4403_5 [Google Scholar] [Crossref] 
  123. Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23(2), 145-167. https://doi.org/10.1177/1932202X12438877 [Google Scholar] [Crossref] 
  124. Wormald, C., Rogers, K. B., & Vialle, W. (2015). A case study of giftedness and specific learning disabilities: bridging the two exceptionalities. Roeper Review, 37(3), 124–138. https://doi.org/10.1080/02783193.2015.1047547 [Google Scholar] [Crossref] 
  125. Worrell, F.C., Olszewski-Kubilius, P., & Subotnik, R.F. (2021). Gifted and talented students. In E. Cole & M. Kokai (Eds.),Mental health consultation and interventions in school settings: A scientist-practitioner’s guide (pp. 199–216). Hogrefe Publishing GmbH. [Google Scholar]
  126. Yaluma, C. B., & Tyner, A. (2020). Are U.S. schools closing the “gifted gap”? analyzing elementary and middle schools’ gifted participation and representation trends (2012–2016). Journal of Advanced Academics, 32(1), 28-53. https://doi.org/10.1177/1932202X20937633 [Google Scholar] [Crossref] 
  127. Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2), 163-182. https://doi.org/10.1177/0261429417708879 [Google Scholar] [Crossref] 
Meta
Vol. 9 (2)
Download
Metric
History
Related

Volume 9 Issue 2

June 2025

All Manuscript
Copyright © 2025 International Journal of Innovative Approaches in Education.
Pen Academic Publishing®
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.
Pen Academic Publishing General Publication Policy: