Practices and Challenges in Gifted Education

Dear Colleagues,

This Special Issue aims to comprehensively explore the effective practices and challenges in gifted education, focusing on inclusivity and equitable access for all students. It will address key areas such as assessment methods, curriculum differentiation, and social-emotional support for gifted learners. The issue will highlight the importance of teacher preparedness and ongoing professional development while also examining the impact of policy implications on gifted education frameworks. Through case studies and innovative practices, the goal is to foster collaboration among educators, policymakers, and communities to enhance the educational experiences of gifted students.

Case studies and best practices detailing successful gifted education programs with examples from various educational systems (local, national, international) are welcomed. Innovative practices that promote inclusivity and support using collaborative models; partnerships between schools, families, and communities will be highlighted. Future directions in gifted education through policy implications are an especially important contribution with recommendations for improving gifted education frameworks. Articles detailing advocacy for equitable access and support (e.g., research needs and areas requiring further investigation, such as longitudinal studies, the impact of socio-emotional factors, etc.) can provide essential support to those beginning their work in gifted education. The role of interdisciplinary approaches in addressing challenges and the importance of specialized education for gifted students will be examined within the current practices in gifted education and mediated by a discussion of the challenges faced by educators and students.

Suggested topics are:

1. Identification and assessment (e.g., standardized testing and alternative assessments and/or multi-faceted approaches to identifying giftedness).
2. Curriculum design and differentiation (e.g., advanced curricula and enrichment programs and/or differentiated instruction strategies).
3. Social-emotional support (e.g., programs addressing the emotional and social needs of gifted students and/or the role of mentorship and peer support).
4. Professional development for educators (e.g., training in gifted education strategies and/or the importance of ongoing professional learning).
5. Teacher preparedness (e.g., the lack of training in gifted education practices and/or the variability in educator understanding of giftedness).
6. The challenges in gifted education (e.g., equity and access, focusing on the underrepresentation of minority and low-income students and/or barriers to accessing gifted programs)
7. Curriculum rigor versus student needs where educators must balance both challenge and support (e.g., the risk of burnout and disengagement).
8. Social stigmas and peer relationships (e.g., the isolation and bullying issues faced by gifted students coupled with misconceptions about giftedness and its implications).
9. Use of technology to enhance learning experiences for gifted learners
10. Call to action (e.g., the need for collaboration among educators, policymakers, and communities, emphasizing the value of nurturing gifted students for societal benefit).

This Special Issue aims to provide a comprehensive exploration of both the effective practices and persistent challenges within the field of gifted education (intellectual, creative, artistic, etc.), paving the way for a deeper exploration in the submitted scholarly articles.

References

Baker, J. A., & Maker, C. J. (2021). Innovative practices in gifted education: A comprehensive guide. Routledge.

Friedman, L. (2022). Equity in gifted education: Challenges and strategies for change. Journal of Advanced Academics, 33(2), 123–145. doi:10.1177/1932202X211041989.

Hertberg-Davis, H., & Brighton, C. (2020). Understanding the social-emotional needs of gifted students: Practices and challenges. Gifted Child Quarterly, 64(3), 145–157. doi:10.1177/0016986220907893.

Karnes, F. A., & Bean, S. M. (2023). Identifying and nurturing giftedness: New strategies for educators. Gifted Child Today, 46(1), 25–34. doi:10.1177/10762175221089023.

Moon, T. R., & Brighton, C. (2021). Differentiation strategies for gifted learners: Best practices in the classroom. International Journal of Gifted Education, 10(1), 45–60. doi:10.3102/0034654320987654.

Peters, S. J., & Waterman, S. (2023). The impact of socio-economic factors on gifted education: Addressing inequities. Gifted Education International, 39(2), 112–130. doi:10.1177/02614294221078522.

Reis, S. M., & Renzulli, J. S. (2022). Creating a more inclusive model of gifted education: Best practices for diverse populations. Journal of Education for the Gifted, 45(4), 350–367. doi:10.1177/01623532221108945.

Siegle, D., & McCoach, D. B. (2020). Research trends in gifted education: Challenges and future directions. Gifted Child Quarterly, 64(1), 36–49. doi:10.1177/0016986219890139.

VanTassel-Baska, J., & Brown, E. (2024). Curriculum development for gifted learners: Innovations and challenges. Routledge.

Worrell, F. C. (2023). Gifted education policy: Analyzing the challenges and opportunities. The Gifted Child Quarterly, 67(3), 202–216. doi:10.1177/00169862211089021.

Dr. Jennifer Rowley
Dr. Rachel White
Guest Editors

Manuscript Submission Information

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• gifted education
• effective practices
• challenges
• inclusivity
• assessment
• curriculum differentiation
• social-emotional support
• teacher preparedness
• equity and access
• policy implications