Relevant bibliographies by topics / Gifted children – Education – Curricula

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Gifted children – Education – Curricula'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Gifted children – Education – Curricula"

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Zrilić, Smiljana, and Dinko Marin. "Zakonski okvir odgoja i obrazovanja darovitih učenika u Republici Hrvatskoj." Magistra Iadertina 12, no. 1 (March 16, 2018): 91. http://dx.doi.org/10.15291/magistra.1464.

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The Croatian legal framework determines the possibilities of education for gifted children and pupils. According to the articles and regulations of the law and other national documents15, schools are obliged to necessarily organize identification processes of gifted children and to enable their schooling according to adequate models and differential curricula. Gifted children are often exposed to too high or too low expectations of their surroundings creating the feeling of helplessness, particularly if their peers isolated them due to their dissimilarity (interest, behavior, vocabulary they use and similar). The role of the teacher is, therefore, of crucial importance for he/she must firstly know how to recognize and identify gifted pupils. Their specific education needs are to be respected and encouraged, as well as the advantages and the teacher should try to alleviate the disadvantages that their giftedness creates in their environment. The application of a differential curriculum is indispensable. But first and foremost is the question how are our legal acts and bylaws in line with the needs of contemporary schools and how much are higher schools’ curricula directed towards the training of future teachers in their work with gifted pupils. The present work analyzes the articles of valid regulations in the Republic of Croatia which determine the upbringing and education of gifted pupils.
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Bhatt, Rachana. "A Review of Gifted and Talented Education in the United States." Education Finance and Policy 6, no. 4 (October 2011): 557–82. http://dx.doi.org/10.1162/edfp_a_00048.

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Gifted and talented education programs provide children who have been identified as having high ability in some intellectual or creative characteristic with a supplemental curriculum to their traditional coursework. Despite the popularity of these programs, the literature lacks a comprehensive review of gifted education in the United States. This policy brief aims to fill this void by providing national and state-level statistics on participation rates, funding appropriations, and policies on gifted education. Since many of the operational details of these programs are determined by local education agencies, data on a nationally representative sample of schools are then used to provide information on gifted curricula, instructor training and experience, and the selection process for admission. Finally, a review of the research on gifted education is provided. This research highlights that gifted programs vary widely and that further research on this topic can provide valuable information to policy makers and educators.
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Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.

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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.
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Cratty, Bryant J. "Physical Education for the Gifted and Talented: Suggested Strategies and Program Content." Journal for the Education of the Gifted 11, no. 2 (January 1988): 79–91. http://dx.doi.org/10.1177/016235328801100207.

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For decades academic curricula for the gifted have been marked by attempts to enrich offerings in order to accommodate to intellectual differences evidenced by this type of exceptionality. However, youngsters have usually been exposed to traditional programs of physical activity. It was the purpose of this article to demonstrate useful ways in which physical activity programs may be made meaningful to creative and gifted children and youth. Themes have been recommended for the guidance of physical education programs, including exposure to ideas inherent in motion itself, as well as stimulating cognitive processes expressed in physical actions. The article concludes with a model suggesting ways in which curricula decisions, as well as cognitive processes may be shifted to gifted learners. Ways in which various themes presented may be incorporated into the teaching model outlined, are also discussed at the conclusion of the article.
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Silverman, Linda Kreger. "It All Began with Leta Hollingworth: The Story of Giftedness in Women." Journal for the Education of the Gifted 12, no. 2 (January 1989): 86–98. http://dx.doi.org/10.1177/016235328901200202.

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Leta Stetter Hollingworth was the first champion of the cause of gifted girls and women. She was also one of the founders of gifted education, if not the founder, since she instituted the first course in the nature and needs of the gifted, wrote the first major textbook in the field, conducted over 30 original studies of gifted children, developed one of the first and most celebrated experimental education programs, designed curricula and counseling techniques still in use today, and contributed the first extensive study of children above 180 IQ. In addition, she single-handedly launched a battle to refute the pervasive beliefs of her time that females were innately inferior in intelligence to males. Through her own scholarship, ingenuity, courage and tenacity, Hollingworth won the battle and provided the foundation upon which we can build to understand and nurture giftedness in females.
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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field." Journal for the Education of the Gifted 25, no. 3 (April 2002): 269–89. http://dx.doi.org/10.1177/016235320202500304.

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This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.
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Reid, Eva, and Božena Horváthová. "Teacher Training Programs for Gifted Education with Focus on Sustainability." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 66–74. http://dx.doi.org/10.1515/jtes-2016-0015.

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Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.
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Shihab, Ibrahim Al. "Problems Affecting Gifted Children In Jordanian Schools." American Journal of Health Sciences (AJHS) 3, no. 4 (September 21, 2012): 301–10. http://dx.doi.org/10.19030/ajhs.v3i4.7324.

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It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.
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Robinson, Ann, Jill L. Adelson, Kristy A. Kidd, and Christine M. Cunningham. "A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum." Gifted Child Quarterly 62, no. 1 (October 26, 2017): 130–44. http://dx.doi.org/10.1177/0016986217738049.

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Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.
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Barbour, Nancy E., and Beverly D. Shalilee. "Gifted Education Meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children." Gifted Child Quarterly 42, no. 4 (October 1998): 228–37. http://dx.doi.org/10.1177/001698629804200406.

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Dissertations / Theses on the topic "Gifted children – Education – Curricula"

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Schiever, Shirley W. "THE EFFECT OF TWO TEACHING/LEARNING MODELS ON THE HIGHER COGNITIVE PROCESSES OF STUDENTS IN CLASSES FOR THE GIFTED (PARNES CPS, TABA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/282090.

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The defensibility of special classes and programs for gifted students is an issue with academic, social, and political ramifications. Critical components of programs for the gifted include the curriculum and service delivery model. This author examined the effect of two teaching/learning models, the Parnes Creative Problem Solving model and the Hilda Taba Teaching Strategies on the higher cognitive processes of gifted students in grades 5 through 8. Three service delivery models were included. The design of the study was the 3 x 3 x 2 analysis of variance with repeated measures on the last factor. The between subjects factors were experimental condition--Parnes, Taba, and Control--and service delivery model--Daily, One Day per Week, and Self-Contained. The within factor was the time of testing, the pre and posttest scores. Fourteen classes of gifted students in grades 5 through 8 were included: a total of 213 students took both the pretest and the posttest. The analysis of variance with repeated measures revealed two significant between subjects effects: interaction of treatment with service delivery model (p < .0001) and treatment effect (p < .02). The analysis of variance within factors indicated no significant effects (p < .05) except difference between the pretest and the posttest scores. Since the period of time between the pre and posttest was about seven months, this growth is expected and is not informative. Post hoc tests, using the Scheffe formula, showed significant (p < .10) differences in favor of both the Parnes and the Taba Daily groups when compared to the Control group, and a significant (p < .10) difference favoring the Taba Self-Contained when compared to the Taba One Day per Week group. The supporting data gathered indicated that three teachers did not implement their teaching/learning model effectively and two additional teachers used the model infrequently. The posttest cell means appear to be related not only to correct model implementation, but to frequency as well. Those cells with the highest frequencies of correct model use had the highest posttest mean scores. Therefore, it was concluded that process models offer a powerful method of teaching the higher cognitive processes to gifted students, but that such models must be used correctly and frequently.
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Little, Catherine Anne. "A study of metaphor development in young gifted children." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.

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Mentz, Hendrik Jeremy. "An investigation of the Four Area Curriculum Extension and Enrichment Model for Gifted Education as viewed through the Cartesian, Socialist and Deep Ecology epistemologies." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17135.

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Because giftedness is a complex, little understood concept which has become politicised, it was deemed necessary to evaluate the Four Area Curriculum Extension and Enrichment model in terms of three epistemological focuses: Cartesian, Socialist and Deep Ecology. Reasons for the selection of these three epistemologies are discussed after which the traditional Cartesian, homunculus view of giftedness is shown to be flawed and a case made for reconceptualizing giftedness to confirm its collective, socially constructed, immanent nature, grounded in the existential human condition. The rationale behind, and design of the Four Area model as reflected in the guide to schools is shown to reflect the Deep Ecology epistemology. The philosophical statement, goal and aims of the guide are shown as clashing with the Deep Ecology ideology. In order to avoid epistemological dissonance, a reformulated statement of intent for the Four Area model which merges the Cartesian, Socialist and Deep Ecology epistemologies into a unitary aim is suggested. The design, short-term success and appropriateness of each of the four Areas of provision are analyzed and evaluated in the light of critical theory as also questionnaires and annual reports completed by principals and co-ordinators. Modifications to aspects of the Four Area model are recommended which, it is argued, will give it greater contextual relevance and make it an appropriate medium for promoting giftedness for all South African pupils. Finally, it is argued that intelligence and genius should be viewed, not as personal capacities, nor as social constructs but metaphysically as a function of gathering complexity.
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Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.

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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.
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Porter, Keely S. "Finding the Gifted Child's Voice in the Public Elementary School Setting| A Phenomenological Exploration." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557621.

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Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.

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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.

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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
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Parrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.

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The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations. The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy. The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.
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Moore, Vince. "Use of Digital Fabrication Tools and Curriculum with Gifted Students in Rural Middle Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404600/.

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This study focuses on the use of American Invention Kits from the Smithsonian Institute in conjunction with a 3D printer. In conjunction with a large dataset from a study funded by the National Science Foundation (NSF), this innovative research focuses on the effect the digital fabrication curriculum unit has on gifted and talented students' knowledge and affinity toward the fields of science, technology, engineering, and mathematics (STEM). Students from two rural middle schools in north-central Texas (N = 190) took part in this quantitative study; the students were divided among four subgroups: gifted-contrast (n = 12), gifted-treatment (n = 8), nongifted-contrast (n = 76), and nongifted-treatment (n = 94). The surveys utilized include the STEM Semantics Survey, TIMSS-Limited, and a knowledge assessment for the specific curriculum unit focused on the solenoid. The STEM Semantics Survey is divided into five subsets. Thirty-two separate one-way repeated measures ANOVAs were performed across the surveys and subgroups. Statistically significant results were found on four comparisons. This research holds implications in the areas of advocating for gifted education, collecting field data, utilizing large datasets, and understanding rural schools.
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Books on the topic "Gifted children – Education – Curricula"

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Maker, C. June. Curricula and teaching strategies for gifted students. Indianapolis, Ind: Indiana Dept. of Education, Office of Gifted & Talented Programs, in conjunction with Purdue University, Gifted Education Resource Institute, 1988.

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Howley, Aimee. Teaching gifted children: Principlesand strategies. Boston: Little, Brown, 1986.

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Planning effective curriculum for gifted learners. Denver, Colo: Love Pub. Co., 1992.

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Tamra, Stambaugh, ed. Comprehensive curriculum for gifted learners. 3rd ed. Boston: Pearson/A & B, 2006.

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Feldhusen, John Frederick. Excellence in educating the gifted. Denver, Colo: Love Pub. Co., 1989.

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B, Howley Craig, and Pendarvis Edwina D, eds. Teaching gifted children: Principles and strategies. Boston: Little, Brown, 1986.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1989.

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Dettmer, Peggy. Staff development for gifted programs: Putting it together and making it work. Washington, D.C: Service Publications, 1990.

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A, King Margaret, and Council for Exceptional Children, eds. Nurturing giftedness in young children. Reston, Va: Council for Exceptional Children, 1996.

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M, Reis Sally, ed. The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, Conn: Creative Learning Press, 1985.

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Book chapters on the topic "Gifted children – Education – Curricula"

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Jen, Enyi. "Affective Curriculum for Helping the Social and Emotional Well-Being of Gifted Children." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_445-1.

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Margrain, Valerie, and Johanna Lundqvist. "Talent Development in Preschool Curriculum and Policies: Implicit Recognition of Young Gifted Children." In International Perspectives on Early Childhood Education and Development, 41–55. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_4.

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Friedrichs, Terence P. "GLBTQ Curricula Benefit All Students." In Teaching Gifted Children, 519–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-107.

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Matthews, Michael S., and Jennifer L. Jolly. "Parenting Gifted Children." In Critical Issues and Practices in Gifted Education, 335–48. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-25.

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Gallagher, James J. "Education Acceleration: Why or Why Not?" In Parenting Gifted Children, 184–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-23.

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Ford, Donna Y., and Robert A. King. "Desegregating Gifted Education for Underrepresented Students." In Teaching Gifted Children, 443–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-90.

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Jolly, Jennifer L. "Parents and gifted and talented children." In Exploring Gifted Education, 193–205. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351227704-13.

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Smutny, Joan Franklin. "Taking a Larger Stand for Gifted Education: Your District, Your State … and Beyond!" In Parenting Gifted Children, 348–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-42.

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Robinson, Ann, and Sidney M. Moon. "Advocating for Talented Youth: Lessons Learned From the National Study of Local and State Advocacy in Gifted Education." In Parenting Gifted Children, 369–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-44.

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Wiley, Kristofor R. "Programming Responses to the Social and Emotional Characteristics of Gifted Children." In Fundamentals of Gifted Education, 225–33. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-21.

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Conference papers on the topic "Gifted children – Education – Curricula"

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Valjan Vukić, Violeta. "HIGHER SCHOOL CURRICULUM AS A STARTING POINT IN ACQUIRING COMPETENCE IN WORKING WITH GIFTED CHILDREN AND PUPILS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2669.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Ratner, Faina. "PROBLEMS AND DIFFICULTIES OF GIFTED CHILDREN." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.090.

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Yuliana, Syari. "The Unique Things of Gifted Children Development." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.22.

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Mikhailova, O. S. "ART EDUCATION OF GIFTED CHILDREN IN THE SUPPLEMENTARY EDUCATION SYSTEM." In VI Международная научно-практическая конференция "Искусствознание и педагогика. Диалектика взаимосвязи и взаимодействия". Общество с ограниченной ответственностью «Книжный дом», 2018. http://dx.doi.org/10.25807/pbh.978-5-94777-431-3.59.66.

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Koryakina, Tatyana Grigorievna. "Additional Education Of Gifted Children Of The Far North." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.37.

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Sharafeeva, Alsu F. "Pre-Service Teachers’ Educational Competency In Working With Gifted Children." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.88.

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Alexandrov, Andrey Yu. "Modern Tendencies Of Psychological And Pedagogical Support Of Gifted Children." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.78.

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Petani, Rozana, Ledia Kashahu, and Marijana Miočić. "GIFTED CHILDREN AND THE TRANSITION FROM KINDERGARTEN TO ELEMENTARY SCHOOL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0887.

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Chugunova, Olga Pavlovna. "Innovative Forms and Methods of Teaching Giften Children in a Geneal Education School." In International Scientific and Practical Conference, chair Valentina Aleksandrovna Davydenko. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530878.

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