Over the past twenty years, much research has been conducted and emphasis placed on gifted children, their education and development. This article examines differing perceptions of influential factors on gifted children's development. In one study, parents, teachers and gifted children were surveyed regarding their perception of the factors that have contributed to “giftedness.” In a second study, attitudes, as well as behavioral concerns, are addressed. A third study surveys a cross-cultural sample of British educational professionals. The results of these studies are explored and implications for instruction and assessment are offered.
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