Every teacher seeks to be an effective teacher. Every teacher wants to have a positive,
remarkable, and lasting influence on students' lives. But what makes for an effective …

In this chapter the focus is on research findings from multiple evaluation studies on the
teacher use of differentiated practices for gifted learners that have implications for best …

The Australian Curriculum (ACARA, 2016, v. 8.2) acknowledges that gifted and talented
students are diverse and require educational provisions that meet their special needs …

Gifted education teacher training, licensure, certification, and degrees are ubiquitous in the
Australia and abroad, and yet whether or not such training results in changes to classroom …

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted
educational programs from three schools in Melbourne, nominated their inspiring teachers …

This chapter presents an overview of the multifaceted characteristics of intellectually gifted
students, their social and emotional needs, and ways of scaffolding their social and affective …

This systematic scoping review reports findings from 38 studies (2000–2022) that explored
the approaches to differentiation that have been effectively used with high-ability students …

Teachers' perceptions of their students affect the way they provide opportunities and support
for learning. Given that Lebanon has no specific policy or formal school practices for gifted …

This article outlines findings of a study that investigated perceptions of Lebanese primary
school teachers in relation to gifted/highly able students. While there are no specific policy or …

It is evident in the last two decades that there has been a sustained growth of knowledge
and understanding of the diverse educational needs of gifted and talented students. An …