The author describes what the field of gifted education has accomplished since the advent of programming in the 1920s that has been of service to gifted learners, has been growth-producing, and has had a lasting impact on research and development initiatives. She also identifies what gifted education has not accomplished and the barriers that require gifted educators’ attention. The conclusion outlines three initiatives for the field of gifted education to survive.
BrodyL. (2020). Talent search identification and development: A longitudinal perspective on talent fulfilled. In VanTassel-BaskaJ. (Ed), Talent development: Theory, research, and practice (pp. 131–146). Routledge.
2.
GavinM. K.CasaT. M.AdelsonJ. L.CarrollS. R.SheffieldL. J. (2009). The impact of advanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly, 53(3), 188–202. https://doi.org/10.1177/0016986209334964
3.
KimK. H.VanTassel-BaskaJ.BrackenB.FengA.StambaughT.BlandL. (2012). Project Clarion: Three years of science instruction in Title I schools among K-third grade students. Research in Science Education, 42(5), 813–829. https://doi.org/10.1007/s11165-011-9218-5
4.
LittleC. A.FengA. X.VanTassel-BaskaJ.RogersK. B.AveryL. D. (2007). A study of curriculum effectiveness in social studies. Gifted Child Quarterly, 51(3), 272–284. https://doi.org/10.1177/0016986207302722
5.
LubinskiD.BenbowC. (2021). Intellectual precocity: What have we learned since Terman?Gifted Child Quarterly, 65(1), 3–28. https://doi.org/10.1177/0016986220925447
Steenbergen-HuS.MakelM.Olszewski-KubiliusP. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849–899. https://doi.org/10.3102/0034654316675417
