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"Now in its Second Edition, Introduction to Gifted Education presents a well-researched yet accessible introduction to gifted education, focusing on equity and supporting diverse learners. Inclusive in nature, this essential text is filled with varied perspectives and approaches to the critical topics and issues affecting gifted education. Chapters cover topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs. Filled with rich resources to engage readers in their own learning, Introduction to Gifted Education, Second Edition is the definitive textbook for courses introducing teachers to gifted education"--

Includes bibliography. ; Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.

Aceh has great talents and prodigy who need intervention. Talking about these talents should start with understanding them as a whole, who they really are, how can we identify them, how can we best serve them for their best potential growth. Designing the programs that best suit them become the next step after carefully selecting them. Later, we need to formulate special programs, special schools, special human resource who will work with them to boost these prodigies' abilities. Failing to do so will only result in undermining and downgrading their ability instead of doing them a favor. It is highly recommended that government start tapping into this as early as possible for maximum result. In this short article, I also present on how government should work with these talents and prodigies by carefully selecting them. Selection process will later base the whole programs and determine its success. Different approach and interventions are presented here as option and ways to be taken and considered for best result possible. These approaches are not the only solution to be considered. There should be more out there that government should also consider. Last aspect, but not least, is developing human resources who will teach them. Teachers must be carefully selected and trained so that they can understand and are able to pace up and formulate the curriculum that best serve their students' need.

"This must-have resource provides you with the tools needed to implement a strength-based approach for leading gifted and high-potential learners to Purposeful Empowerment in Goal Setting (PEGS). Expertly developed from Gagne's (2021) DMGT Talent Development Model, PEGS incorporates self-regulation, self-reflection, and self-advocacy strategies into the goal setting process for gifted and high-potential learners. Whether setting goals to address underachievement, twice-exceptional needs, or current or future aspirations, this book provides the guidelines and resources necessary to empower gifted learners to develop student agency and gain key insights into how their own social-emotional awareness impacts effective goal setting. Gifted specialists, school counselors, classroom teachers, and academic coaches will find the ready-to-use forms, resources, tools, and strategies provided in this text an invaluable contribution toward their mission to guide and empower gifted and high-potential learners in the goal setting and goal achieving process"--

This study used a multiple case study design to investigate the role of the school principal in the implementation of the revised gifted and talented policy (DET, 2004) in selected New South Wales government secondary schools. There is little empirical research which has addressed the role of the school leader (principal) in the implementation of gifted education in schools. Hallinger and Heck?s (1998) research suggested that principals play an indirect role through intervening variables such as, teachers. A theoretical framework was developed based on a review of relevant literature. Data were collected from a stratified random sample of government secondary schools in the Sydney metropolitan area in New South Wales, Australia. Ten government secondary schools were selected. Semi-structured face-to-face interviews were conducted with principals and gifted and talented coordinators as well as semi-structured focus group interviews with four randomly selected classroom teachers from each school.

This study used a multiple case study design to investigate the role of the school principal in the implementation of the revised gifted and talented policy in selected New South Wales government secondary schools. Research suggests that school principals influence gifted programs through resources, time allocation, and professional development, via an intermediate variable, teacher commitment to change. A theoretical framework was developed based on a review of relevant literature. Data were collected from a stratified random sample of ten metropolitan government secondary schools in Sydney, New South Wales, Australia. Semi-structured face-to-face interviews were conducted with principals and gifted and talented coordinators, and with a focus group of four teachers in each school. Interview data were analysed qualitatively with the help of NVivo. School gifted education policy documents were also collected and analysed using the Scope and Quality Checklist developed in the study.

This article looks at the issue of gifted and talented education from the perspective of public policy. It asserts that the underachievement of gifted children is a national concern, as these children may someday benefit society in ways that are disproportionate to their share of the population. Perhaps more importantly, it concludes that gifted education need not be inequitable. In fact, in the current state of the affairs of the United States, I find tremendous variation in the resources districts receive from the state that go toward gifted education. The state is particularly important as it has the power to reduce inequalities between districts that are the result of wealth and other factors. Rather than exacerbating inequality, a larger distribution of the gifted and talented resources serves to ensure gifted children in both poor and rich districts have an opportunity to maximize their potential.