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Looking Ahead: Gifted Girls and Career Development
In the latest Gifted Child Quarterly, an open-access article looks at the career aspirations of 18 girls at highly selective secondary schools with the hopes of understanding what impacts these students and how we can address the gap between males and females in career “eminence” worldwide.
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Take the Time to Define Giftedness
The definition of giftedness affects the identification process as a result of incomplete or mixed communications within organizations. In my research, one participant believed classroom challenges should not impact gifted status: “The kid may have some challenges within the classroom, but that doesn’t, that shouldn’t leave them out of the…
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Stressed Out by Giftedness?
Five recommendations to address perfectionism in high achieving students “Perfectionism is self-destructive simply because there is no such thing as perfect. Perfection is an unattainable goal. Additionally, perfectionism is more about perception—we want to be perceived as perfect.” – Brene Brown When I asked my fourth and fifth REACH students…
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Academically Advanced? Gifted? Both?
“He’s a hard worker, but I don’t think he’s gifted.” – Stella, 4th grade teacher “I mean, she gets all As, but she isn’t gifted? What’s wrong with this picture?” – Parent, 5th grade student As a gifted teacher, I frequently have to explain the criteria for gifted programs, both…
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Configuring a District’s G&T Program
Show me one gifted program, and you’ll have shown me… one gifted program. Each program is unique to the location’s history, requirements, quirks and personalities, among other factors. And once a program is in place, those practices can be hard to dislodge, even when a better approach is found. One…
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The Importance of Language: MLs or ELLs with High Academic Potential
The gifted gap is well-documented, but those who fall through vary from region to region. At a local research site, English Language Learners (ELLs) were found to have the lowest representation in the gifted program (Wise, 2023). One English as a Second Language (ESL) teacher explained, “I didn’t know that…
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Be Specific: Planning for G/T Outcomes
In the latest Texas Association for Gifted & Talented (TAGT) podcast featuring Celeste Sodergren, Director of Advanced Academics in the Waco, Texas, Independent School Distirct (WISD), she explores the need to map specific projects to skill development, with each skill rolling up to a larger skill set.
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What is enrichment?
Although enrichment has taken up increasing space in student schedules, the goals of such programs are unclear.
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Motivation Matters for Gifted Growth
How many times have we second-guessed how to motivate and challenge the gifted child? Too much praise is problematic (Glass & Tabatsky, 2014), but we also want to recognize student effort and achievement. For gifted students, the student’s status and self-identification as a “gifted child” and how that impacts their…
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Gifted DEI Efforts: What Does the Admin Think?
“Equity” muttered with an eye roll is an unfortunate side effect of Diversity and Equity Inclusiveness (DEI) efforts over the past few years. I have heard frustration expressed by those across the political spectrum with DEI’s performative aspect, its ineffectiveness, and the polarizing nature of large-group equity conversations. During doctoral…
Gifted Weekly 