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The study reported in this thesis explores the nature of provision for gifted and talented students in the Kingdom of Saudi Arabia, which is considered to be an under-developed country. The specific aims of the study are to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, from the perspectives of all parties involved, to draw conclusions about the Saudi programmes and to make recommendations. The study used mixed methods for collecting information. The researcher obtained data with the aid of questionnaires, interviews and documentation. Non-random samples were chosen from the population of gifted students studying in schools under the authority of the Ministry of Education. They were given questionnaires that explored their demographics, social life, academic achievements and self -reflection regarding their giftedness. Professionals dealing with gifted students also responded to a questionnaire which explored their respective institutions‟ strategies in dealing with the gifted students. They were also interviewed regarding their views on the Ministry of Education‟s systems and strategies with regard to gifted education. The conclusions and recommendations arising from the study can be viewed under four parts comprising identification, provision, policy and information. The predominant method of identification has been that of intelligence tests and other tests associated with overall academic performance. The membership of the gifted cohorts seems to encourage students from well-educated and affluent families. The educational provision for gifted students seems to be patchy; both strategy and curriculum modification have been found to be somewhat inadequate. The organisation of the gifted strand of policy seem well intentioned, but unevenly targeted at different geographical areas and the role of Care Centres – each being assigned a specified list of schools - could become dynamic with substantial educational improvements resulting in schools being served. It was also found that the flow of information - such as documents emanating from the Ministry - needs to be clear, consistent, illuminating and carefully read by recipients. Due to the special features of the social and cultural environment of Saudi Arabia, an assessment of the impact of the gifted education initiative there has the potential to make an important contribution to other countries considering similar initiatives – especially in many other Arab countries where there are no gifted education policies in existence. The study also makes an international contribution to the history of gifted education and its development.

This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.

It was estimated in 2012 there were up to 42,500 underachieving gifted students in Victoria (ETC 2012a). With over one million students in Victoria (DET 2022b), using Gagné’s (2020a) estimate of 10% and the ETC’s (2012a) report of up to 50%, there could be as many as 50,000 gifted students underachieving. As educators we need to improve outcomes for all students by having the skills, abilities, and confidence to provide an appropriate curriculum for all students. Identification of underachievement, giftedness and underachieving gifted students involves an understanding of what constitutes giftedness in children and students, including characteristics and indicators used for identification, and the knowledge about implementing an identification procedure. The Victorian Government (2012a) suggested an online toolkit as the strategy for identification of gifted students. By early 2018, a toolkit had not been developed, so the researcher collated and edited numerous resources during 2018 and early 2019, in order to produce a toolkit that contained over 30 checklists, rating scales and questionnaires. It was not until late 2019 that the Victorian Government developed an online ‘High-ability’ toolkit for teachers (DET 2020). Teachers were not able to access this strategy until 2020. Within this toolkit there is one resource for identification purposes (Neihart and Betts 2010). This resource is also located in the researcher’s toolkit under the ACT Government resource. This research involved Teacher Agency Theory (TAT) with an objective to help teachers achieve agency in giftedness. This theory seeks to identify the goals and outcomes that researchers and teachers pursue. These goals are intentional and effective in that they incorporate both purpose and action. This theory incorporated interpretivism as the epistemology for this research. The researcher sought to interpret the teacher’s beliefs, understandings, and knowledge of the concept of giftedness in order to understand why so many gifted students, underachieve and to ascertain the viability of a toolkit for recognition of giftedness. Methodologically this research used qualitative research methods which involved: a survey that investigated the participants’ understandings and views on giftedness and underachievement; semi-structured interviews which was used as a strategy of inquiry; and an intervention study that tested the efficacy of the developed toolkit. This study involved teachers with varying degrees of knowledge on underachievement and giftedness. Using experts in the field of giftedness for the survey responses revealed that most of the participants had limited knowledge on giftedness with the remaining participants having only emergent knowledge on giftedness. Even though the survey responses revealed there were no participants who had expertise knowledge on giftedness, some participants believed they were experts. This intervention was employed to determine the toolkits’ impact and effectiveness. The results of the survey have indicated an increase in the awareness of the characteristics and behaviours of giftedness. The implementation of the toolkit was deemed by the participants to have increased their knowledge on underachievement and giftedness, particularly with an underachieving gifted student. After implementing the toolkit, the participants believe they are now able to identify giftedness, especially underachieving gifted students.

The unique learning needs of gifted children present parents with many challenges. Despite this, the voices of these parents have received little attention from scholars. Australian schools are not always able to appropriately provide for the learning needs of gifted children. As it appears that school programs are not adequately meeting the academic and social needs of many gifted children, parents are seeking out-of-school programs to cater for their children’s unique academic and social needs. However, the values and aspirations of these parents remain unclear. Using bioecological and sociocultural theories as a framework, this study collected data from eight mothers of highly gifted children in Years 3-6 on their values and aspirations for their children’s attendance in out-of-school programs. The study only focuses on intellectually gifted children, one of Gagné’s (2012) six natural abilities. Data were collected through background information collection via written responses, and face-to-face interviews via Skype. Data collected for this study went through a thematic analysis process suggested by Creswell (2008), with minor adjustments, as suggested by Smith (2008). The findings indicate that mothers are seeking opportunities for social interaction with like-minded peers in these out-of-school programs. The findings align with the core element of both bioecological and sociocultural theories, which propose social interaction as a key element for a child’s learning and development. This indicated that mothers wish to create a social environment where their highly gifted children can feel a sense of belonging. The findings also suggest that other aspirations these mothers have for their gifted children in these programs include cognitive development, physical development, and psychological enhancement. Mothers seek advice from professionals (e.g., school counsellors) or fellow parents with gifted children when making decisions on out-of-school programs for their children. Although mothers wish to send their highly gifted children to as many appropriate out-of-school programs as possible, there are practical considerations. Mothers consider the cost and the experience of the facilitators for the programs. Ultimately, mothers want their highly gifted children to have an enjoyable experience attending these out-of-school programs. The findings confirmed existing research that mothers of gifted children seek social interaction opportunities for their children. Therefore, recommendations for providers of out-of-school programs are to consider incorporating social interaction activities for gifted children, and for schools that cannot cater for the needs of highly gifted children to be flexible and allow those children to attend other appropriate programs during regular school days. Providers of those programs need to be flexible with age requirements. In addition, facilitators need to attend training on gifted children’s unique characteristics to understand how they process information. These recommendations provide practical guidance to provide highly gifted children with the support and opportunities most valued by their mothers.

A greater understanding of students identified as gifted, and the unique social, emotional and behavioral issues they may face is a pivotal element of a comprehensive school counseling program. While numerous conceptual publications have devoted attention to the social, emotional, and behavioral issues of the gifted student, little has been written describing elementary school counselors counseling practices with students who are gifted. Therefore, the purpose of this basic qualitative study was to explore the day-to-day experiences of elementary school counselors working with gifted students within their comprehensive school counseling program. The American School Counselor Association (ASCA) National Model provided a framework the study. The elementary school counselor sample consisted of five females who identified their cultural group as Caucasian/White with school counseling experience ranging from 2 to over 20 years of experience. The setting of the study was one school district in Ohio. Data collection consisted of descriptions provided by five participants through individual semi-structured interviews. Data analysis followed the steps set forth by Braun and Clarke (2006) where five findings emerged. The findings included: (1) commitment to intentionality and accountability, (2) collaboration, (3) knowledge, training, and professional experience, (4) identifying students’ nonacademic barriers to learning, and (5) core curriculum and small group effectiveness. The findings from this study may serve to assist elementary school counselors’ counseling practices with gifted students

The Supreme Court's decision in the historic landmark case of Brown v. Board of Education of Topeka, Kansas (1954) "represents the most significant ruling in the history of the Supreme Court on equal educational opportunity. It is the cornerstone of all subsequent legal developments ensuring the rights of disenfranchised groups" (Ford & Webb, 1994, p. 359). However, despite the ruling that separate was not equal and segregation would no longer be an acceptable practice, disparities can be found in education, especially in regards to minority representation in gifted and talented programs. This literature review addresses the issue of determining the best practices for identifying, recruiting and retaining gifted and talented minority students so as to avoid disproportionate representation within gifted and talented programs, as well as a discussion of probable causes for the disproportionality. For purposes of this study, a minority is defined as those individuals of African American, Hispanic and/or Native American descent, as these groups have been extensively studied within the existing body of literature available.

New Zealand schools have been mandated with the responsibility of identifying and providing for gifted students. Identification of gifted students requires a theoretical knowledge base and the translation of theory to practice. This study set out to investigate a group of New Zealand primary school teachers and their professional learning experiences and needs in relation to the identification of gifted students. Interviews and focus groups were conducted in three New Zealand primary schools in the greater Auckland area. The findings showed that there was a lack of effective professional learning and a consequent gap between theory and practice that impacted detrimentally on the identification of gifted students in primary schools. Primary school teachers and senior management require professional learning and development support to address that gap. In addition there is a gap in pre-service teacher education as courses related to gifted students are optional electives rather than integrated into training education. This means that trainee teachers are entering the professional work force with little or none of the knowledge and skills required to identify gifted students. A further complication is that the professional learning and development courses reported as being conducted by external facilitators or ‘experts’ and the resources provided by the Ministry of Education do not always provide the framework or contexts necessary to ensure long term professional learning and growth for teachers and substantive positive impacts on gifted student outcomes. The study concludes that the catalyst that will address the gap between theory, teacher and school practice is professional learning. A professional learning programme is required for training teachers, primary school teachers and principals that integrate the professional knowledge with professional practice. This will ensure that professional capacity will be enhanced long term. Finally, further research into the knowledge base of primary school teachers when identifying gifted students is required to confirm or challenge the research findings, further inform school and system leaders about teachers’ professional learning needs and prompt an evaluation of identification practices for gifted students in New Zealand primary schools.

This study focused on the strategies used in implementing the multiple eligibility criteria rule in Georgia elementary schools to increase representation of Black American students in gifted education. The framework for this qualitative research project used a Critical Race Theory (CRT) lens while employing ethnographic study methods. The instruments for this study incorporated interviews, focus group discussion, and observations. The analysis of the research from this study found that multiple identification standards such as, motivation, creativity, class performance, love of learning, interest, as well as academics is beneficial when identifying Black American students. Data from this study suggested professional development in student identification and cultural awareness and differences of Black American students is helpful for identification. Enhanced parental support and teacher/parent communication would further improve efficiency when identifying gifted Black American students in the present identification system. The multiple eligibility criteria rule in Georgia is sufficient for promoting representation of Black American students, according to research however, schools must take advantage of the different testing assessments available. Having this flexibility in place widens the options for Black American students.

The purpose of this study was to determine elementary and middle school educators' perceptions of the reasons for the underrepresentation of African Americans in gifted education programs. The mixed method paradigm included a combination of both qualitative and quantitative research methods. The two instruments used were an eight-item interview questionnaire and a two page researcher-designed survey. The participants were selected based on the operation of their gifted eligibility teams from three selected elementary schools and twenty middle schools. Three elementary principals and three middle school principals were interviewed to gain an in-depth knowledge of the reasons for and strategies to correct the underrepresentation of African Americans in gifted education programs. Sixty-nine surveys were mailed to principals at three elementary schools and twenty middle schools of a large school system in metro Atlanta. The principals distributed the surveys to members of his or her schools gifted eligibility team. The survey assessed the reasons for the underrepresentation of African Americans in gifted education programs based on the perceptions of principals and teachers. The 31 respondents surveys, a 44.9% return rate, were analyzed and indicated that reasons for the underrepresentation of African Americans in gifted education programs consisted of the following: (1) African American culture does not value intellectual giftedness; (2) Definition of giftedness inhibits identification of minority students; (3) Identification process for admission into the gifted program is problematic; (4) Low socio-economic status of African American students inhibits their identification for the gifted program; (5) Non-standard language of African American students inhibits their identification for the gifted program; (6) The educational level of African American parents negatively affects student attitudes about the gifted program; (7) Race causes African American students not to be nominated; (8) Late identification of African American students causes them not to stay in the gifted program; (9) Teachers do not recognize gifted potential of African American students; (10) Test bias works against African American students; (11) Student unwillingness to participate in the program is problematic. As a result of the principals' interviews, nine strategies were formulated to address the underrepresentation of African Americans in gifted education programs.

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High-ability students will provide future leadership in many fields of endeavour. However, the current practice of educating high-ability students in academically selective classes and schools may not provide the optimum environments for all such students. Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Low academic self-concepts are associated with negative educational outcomes. The present investigation aimed to extend current BFLPE theory and research by: (a) testing the BFLPE’s external validity across 41 countries to ascertain the theory’s universality; (b) testing whether the BFLPE is evident in developing countries and in collectivist countries to ascertain whether it transcends cultural and economic barriers; (c) investigating constructs that have the potential to moderate the adverse effects of the BFLPE; (d) elucidating whether upward social comparisons moderate or co-exist with the BFLPE to resolve a conflict in the literature; (e) critically analysing the relation between social comparison processes and the BFLPE to further inform theory; and (f) testing whether the BFLPE varies as a function of ability to clarify its impact on different ability levels. Three studies were conducted to achieve these aims. Study 1 assessed the BFLPE’s external validity and investigated potential BFLPE moderators. Participants were 265,180 15-year-old students who took part in the 2003 Program for International Student Assessment (PISA) (Organisation for Economic Cooperation and Development, 2005a, 2005b). The BFLPE was evident in the entire cross-national sample of 41 culturally and economically diverse countries, and individually in 38. Moderating effects emerged for socio-economic status (SES), individual differences in learning, and individual perceptions of the learning environment. However, in relation to the large sample these effects were considered small. A larger moderating effect emerged for anxiety, where the BFLPE was found to be greater for highly anxious students. Study 2 was designed to resolve an apparent contradiction between the social comparison and the BFLPE literatures. Previously published social comparison data (Blanton, Buunk, Gibbons, and Kuyper, 1999; Huguet, Dumas, Monteil, and Genestoux, 2001) were further analysed to ascertain whether the BFLPE was moderated by, or co-existed with, with the beneficial effects of upward comparisons on performance. Participants were 876 Dutch and 1,156 French students. The BFLPE was moderated for Dutch language, but for all other academic subjects it co-existed with selected upward comparisons. Study 3 assessed the effect of selected comparisons on the BFLPE. Participants were 2,015 French students. The BFLPE was found to co-exist with selected comparisons measured subjectively and when measured objectively for math. The BFLPE was moderated by comparison choice in French when measured objectively and by a performance avoidance goal orientation. The moderating effect of individual ability was tested in all three studies, but provided only small effects, inconsistent in direction. These results define the BFLPE as externally valid and universally applicable and suggest that it is not moderated by selected social comparisons. Results regarding BFLPE moderators offer practical information to inform intervention strategies that may assist high-ability students to reach their full academic potential.

This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.

This is a qualitative study of the home life of two genius boys who have done unusual achievements. It uses the approach of grounded theory in order to learn what concepts or themes may emerge from the environmental circumstances of their family that might help explain the production of giftedness in the children. The study examines the explanations of all family members about the practices of this home. Using the grounded theory method, after collecting data about the family, the author attempts to identify themes and concepts in this family that may be connected to the production of gifted children generally. Numerous nurture related themes that may be connected to the production of giftedness in children were identified and suggestion for further study of these themes was made.

The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups

This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years.

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Today, more than ever before, there is present an increasing emphasis on the part of educators to help the academically talented student develop his scholastic ability to its maximum level. Past experience has shown that there is a large number of talented students who are not achieving scholastically in terms of their apparent intellectual potentials. Research on the differences between achieving and underachieving talented students, has left unanswered many important questions concerned with this area of educational psychology.

The purpose of this study has been to create guidelines for the development of a supplementary art program for "artistically gifted" children of intermediate grade level .

The purposes of this study were (1) to investigate the relationships between academic aptitude and academic achievement in reading and arithmetic at the seventh and the eighth grade levels in the city schools of Modesto, California, (2) to discuss the discovered relationships in terms of policies developed by the school system to meet the particular needs of mentally superior children, and (3) to suggest some possible means of modification of the curriculum in view of the discovered relationships between academic aptitude and academic achievement in reading and arithmetic.