Monday, May 18, 2026 – 11:15 am to 12:15 pm

Mapping Gender Disparities in Advanced Academics: Trends Across Advanced Placement (AP) Exams

Drawing on approximately 70 million exam records from more than 40 million students, this study investigates how gender disparities in participation and high achievement across 45 Advanced Placement (AP) subjects evolved between 1997 and 2020. The analysis reveals distinct gendered patterns: female students are overrepresented in language and arts subjects, while male students dominate in STEM fields—particularly physics and computer science. Encouragingly, disciplines such as Computer Science A and Calculus show signs of narrowing gaps. However, certain subjects, notably Physics 1, continue to exhibit persistent disparities. Overall, the findings suggest that broader participation is often associated with reduced gender disparities at the highest performance levels, though increased participation alone does not ensure full equity.

 

Gifted Females: Navigating Identity and the Path to Recognition

This presentation will explore the identification of gifted females, highlighting the challenges they face in being recognized for their abilities. Drawing on data from 19 countries, we will examine the life stages at which women are identified, misdiagnosed, or overlooked altogether. The research reveals patterns of underrecognition, particularly in adulthood, and highlights how cultural, societal, and educational factors shape identification. Additionally, the presentation will examine common misdiagnoses and the effects of being incorrectly categorized. By analyzing data from diverse countries, we will illuminate global inconsistencies in identifying gifted females and discuss the consequences of missed opportunities. Through this session, we aim to raise awareness about the need for more inclusive and accurate identification processes so gifted females receive the support they deserve to thrive at every stage of life.

 

Voices of Rural Leaders Improving Gifted Education

Systematic differences between rural and non-rural schools are evident across all dimensions of gifted education, including identification, programming, specialized staffing, professional development opportunities, and policy support (Azano et al., 2020). The purpose of this study was to examine how rural education leaders improved gifted education and to identify emergent insights. Place-based education (Greenwood, 2014) and place-conscious education theory (Gruenewald, 2003) served as theoretical frameworks. A narrative-enhanced mixed-methods design was used, with surveys providing system-level patterns and narrative analysis of interviews clarifying participants’ meaning-making. Data were collected from 1,071 rural educators across six rural sites over four years to examine perceptions of giftedness, assumptions about identification, identification processes and outcomes, and supports and challenges related to identifying and serving historically unrecognized rural gifted students. Research Question 1 (“How did rural leaders improve gifted education in their communities?”) was addressed through evidence of increased identification and expanded service paradigms. Research Question 2 (“What insights were gained from rural leaders?”) was addressed as leaders described their own growth. Evidence indicated insights were reflected in improved identification rates, expanded service options, and leader development toward policy improvements. Other rural settings can leverage professional learning and leader influence to improve gifted education.

 

Insights Into Rural Talent Development

Examining rural gifted education through place-based education literature reveals the complex and diverse nature of rural contexts (Corbett, 2016). Scholars have warned against treating rural areas as monolithic, noting substantial variation across rural communities (Azano et al., 2017). Ensuring equitable access to quality services, programming, curriculum, qualified staff, adequate resources, and scholarly research remains a critical concern for gifted students in rural areas (Rasheed & Callahan, 2021). This descriptive study examined how implementing talent development methods in rural settings influenced identification and services for gifted learners. Professional learning sessions focused on culturally responsive curriculum, computer science training, and higher-order thinking-skill development for traditionally marginalized rural gifted learners. Data examined perceptions of giftedness, identification practices, service supports and barriers, and community perspectives. Three major themes emerged: (1) increased identification processes and rates, (2) shifts in understandings of giftedness, and (3) data-informed decision-making processes. Each site, recognizing its unique focus, continues to develop a more inclusive and representative view of giftedness, resulting in increased numbers of gifted students identified and served in ways that better mirror local demographic diversity.

 

Patterns of Participation in Supplemental Talent Development Programs: Insights From “Super Users”

This study investigates the factors influencing initiation and sustained participation in supplemental talent development programs through the lens of contemporary talent development theories, specifically the Talent Development Megamodel (Subotnik, Olszewski-Kubilius, & Worrell, 2020) and Evolving Complexity Theory (Dai, 2017). Using a mixed-methods approach, researchers interviewed “super users”—students with extensive participation in a university-based talent development center’s programs—and analyzed their historical enrollment and standardized assessment data. Key research questions explored influences on initial participation, factors contributing to sustained engagement, the relationship between ability tilt and course-taking patterns, and how participation patterns reflect current talent development theories. Findings suggest that parental influence is critical for program initiation but exerts more subtle influence on sustained participation. Increasing student agency related to course selection and evolving goals for participation were evident over time. Relationships within the programs also contributed to sustained participation, with student–teacher and student–mentor relationships cited more frequently than peer friendships. The study also revealed that super users’ perceptions of “fun” differed from common usage; they often used “fun” to describe intellectual and creative challenges connected to topics of interest rather than traditional recreational activities. This suggests that rigorous academic experiences can be positively perceived in these programs and may contribute to sustained engagement. Implications for engagement and retention strategies in talent development programs and services are discussed.

 

Voices Unheard: A Natural Language Processing Methods Study of Gifted and Talented Students at Multicultural University-Based Talent Development Programs

This session reports on a study examining the experiences of Native American, international, and domestic gifted middle and high school students in a university-based talent development program. Responding to calls for greater inclusion of Native American Nations in gifted and talented education research (Gentry et al., 2014), this study includes them as a third subgroup of analysis beyond the historical classification between domestic and international students. This study employs Natural Language Processing (NLP) methods to analyze their experiences and beliefs. Our qualitative data analysis from open-ended questions includes AI-powered, machinelearning, text mining analytic strategies using a Latent Dirichlet Allocation (LDA), a topic modeling approach. We will present the analysis of an estimated 800-student sample and explore how perceptions of classroom quality differ by cultural background and grade level, offering insights into equitable practices in talent development.

 

Genetics Education on TikTok: A Revolution in Interest-Based Learning?

Gifted students increasingly turn to social media for self-directed learning, drawn by its fast-paced content and alignment with their interests. However, concerns about content quality and misinformation—particularly in genetics—warrant investigation. This study evaluated the pedagogical quality of 90 TikTok genetics videos across three subtopics (genetics problem-solving, DNA/RNA, and transcription/translation) using a validated rubric assessing relevance, clarity, correctness, and depth. Three science education experts independently coded videos, achieving good to excellent inter-rater reliability (ICC = 0.71–0.99). Results showed that relevant TikTok videos were generally correct (M = 4.21 out of 5), with moderate clarity (M = 3.40) and relevance (M = 3.31), but limited conceptual depth (M = 2.43). Significant differences emerged across subtopics, with genetics problem-solving content showing lower correctness than DNA/RNA and transcription/translation topics. Pedagogical quality was not correlated with popularity metrics (likes, favorites, shares), though chi-square analysis indicated that clarity was significantly associated with engagement (Χ² = 13.03, p < .01). These findings suggest TikTok’s algorithm does not reward educational rigor, raising concerns about gifted students’ ability to identify high-quality content.

 

Exploring the Enrollment Decline in Advanced Science Coursework: Stories About High-Achieving Students, Counselors, Parents, and State Policy, as Told From the Perspectives of Teachers of Advanced Courses

Student enrollment in advanced high school science courses in Arkansas—specifically Chemistry, Physics, AP Biology, AP Chemistry, and AP Physics—has declined since 2014. Decreased enrollment in these subjects can lead to fewer college science majors and may affect preparation for STEM careers such as engineering and healthcare. A qualitative phenomenological study explored this enrollment decline and examined demographic changes within these courses over time. The study also investigated barriers to enrollment and compared instructional pedagogy, classroom climate, and assessment practices in advanced science courses versus other secondary science courses, drawing on data from 15 Arkansas high school advanced science teachers. Findings highlight key implications for supporting advanced learning opportunities, including disparities in instructional practices, enrollment barriers, and stakeholder perceptions. This session will share major findings and recommendations for increasing enrollment in advanced science courses.

 

Developing Mathematical Creativity in High-Potential Kindergarten English Learners Through a Linguistically Responsive Enrichment Program

Early mathematical learning predicts later academic achievement, and creativity in mathematics plays a central role in higher-order thinking. This study examined mathematical creativity among 250 high-potential kindergarten English Learners across six school districts in New York, Texas, and California. Using the Tangram Creativity Assessment, we measured fluency, flexibility, and originality in students’ tangram problem solving. Additional predictors included Tangram Problem Solving Speed (TPSS), general reasoning (CogAT), and mathematical achievement (NWEA MAP Math). A linguistically responsive enrichment intervention adapted from the M² curriculum was implemented. ANCOVA results showed significant posttest differences favoring the intervention group across all creativity components. Two-group structural equation modeling supported measurement invariance and explained 55–60% of posttest creativity variance. TPSS emerged as the strongest predictor, with larger effects in the intervention group.

 

Shaping English Learners’ Engagement: A Case Study of Participation Patterns in an Afterschool Advanced Math Program

High-potential English Learners (ELs) remain underrepresented in advanced mathematics, and practical guidance on how to actively engage them in advanced academics is limited. This mixed-methods case study followed two first-grade students (one gifted EL; one gifted ELD student with a speech/language impairment) across 11 after-school sessions, coding behavior every 15 seconds (active, passive, off-task) in whole-class, partner, small-group, and independent settings. Both students were least active during whole-class segments with prolonged teacher talk and became more active during small-group and independent work. However, responsiveness differed by student. The gifted EL showed steady engagement with low off-task behavior across settings. The gifted ELD student was more sensitive to format changes, showing sharp increases in active engagement in small groups and large increases in off-task behavior during whole-class instruction. Findings suggest that short, task-focused mini-lessons followed by role-specific, hands-on work can optimize participation. These design principles are promising for early talent development and should inform enrichment design, particularly in settings serving multilingual and neurodiverse learners.

 

 

Monday, May 18, 2026 – 3:15 pm to 4:45 pm

Beyond Awareness: Investigating Shifts in Secondary Educator Beliefs and Practices for the 2eASD Learner’s Postsecondary Transition

Increasing numbers of practitioners and scholars are aware of students who exhibit both high potential (or giftedness) and an autism spectrum disorder (ASD) identification, often categorized as twice-exceptional (2eASD). Despite this awareness, a persistent gap remains in the use of effective instructional and support strategies to help this population succeed in school and transition successfully to postsecondary settings. These students present complex profiles that necessitate specialized educational approaches. Although the research base on 2e identification and practice is expanding, a critical and documented void remains in evidence-based practices and professional learning (PL) designed specifically for educators working with 2eASD students. The purpose of this study was to examine teachers’ perceptions and beliefs about 2eASD students’ postsecondary abilities and needs, as well as their recommendations for support, and to investigate how a targeted 2eASD professional learning module affects teachers’ perceptions, beliefs, and practices for supporting and educating students identified as 2eASD.

 

Traditional deficit-focused approaches to twice-exceptionality fail to capture how disabilities can serve as catalysts for unique strengths when supported by appropriate abilities and environmental contexts. This theoretical paper presents a neuroconstructivist framework examining the dynamic interaction among ability, disability, and context in talent development. Through progressive specialization and compensatory mechanisms, individuals with disabilities may develop distinctive cognitive profiles that yield exceptional capabilities in supportive environments. We propose that thriving versus succumbing outcomes in twice-exceptional populations result from multiplicative interactions in which ability provides cognitive resources for adaptation, disability catalyzes alternative developmental pathways, and context moderates whether these interactions foster resilience or create barriers. This framework challenges modular views of intelligence and deficit models of disability, offering a holistic account of how diverse forms of human potential emerge through alternative developmental trajectories. Implications include strength-based identification procedures, individualized educational approaches, and policy recommendations for creating inclusive talent development environments that recognize neurodiversity as a source of unique cognitive capabilities.

 

Parent Perspectives on the Experiences of Twice-Exceptional Children

This paper discusses findings from an exploratory mixed-methods study examining the perspectives of 232 parents of twice-exceptional (2E) children (ages 6–12) who attended an enrichment summer program for gifted students. Using an anonymous survey, researchers investigated the frequency of specialized services provided for both giftedness and disabilities, as well as parents’ satisfaction with these services. Findings indicated that while two-thirds of students received special education support, the majority received no services focused on their giftedness. Parents reported significantly greater dissatisfaction with gifted provision than with special education, citing a lack of differentiation and limited access to advanced material, as well as an emphasis on their child’s challenges rather than strengths. These findings highlight substantial policy and practice gaps in Ireland’s current provision for 2E students and underscore the need for integrated support systems, teacher training, and the inclusion of parent perspectives in educational planning.

 

Responsive Evaluation: Truth, Compassion, or “Oh, Well”

Evaluating gifted programs is an ongoing challenge because evaluations do not always lead to improved programming or student outcomes. Programs are as unique as each school district and community. Does using the NAGC Gifted Programming Standards as an evaluation tool make sense across all contexts (e.g., small districts, limited resources, restrictive policies)? What are the “rules” for conducting equitable evaluations of gifted programs? This presentation shares the process and outcomes of an external evaluation of one gifted program to initiate a broader discussion about evaluation approaches that can lead to meaningful change. Evaluators conducted a four-day site visit and collected data from classroom observations, focus groups, and questionnaires. Evaluators also accessed district-collected data and reviewed documents describing identification processes and program services. Findings coalesced into five salient themes: (a) identification, (b) curriculum and instruction, (c) program services, (d) professional development, and (e) communication. Recommendations will be shared, along with discussion of how to use program evaluation for improvement within district constraints.

 

Lost in Terminology: Organizational Use of Non-Diagnostic Terms in Spanish Gifted and Twice-Exceptionality Associations

Recently, there has been a notable increase in the use of terms such as “neurodivergence,” “neurodiversity,” “highly sensitive person,” and “overexcitabilities” that lack formal diagnostic definitions. Although these terms may be intended to be inclusive and empowering, their widespread use without clear definitions may also have unintended negative consequences. Do they blur distinctions related to formal diagnosis? Do they undermine the justification for targeted public policies or foster practices such as self-diagnosis that carry associated risks? Using web scraping, we report a systematic analysis of the use of these terms on the websites of organizations and associations addressing giftedness and twice-exceptionality in Spain. We also examine semantic implications and potential consequences for defining and supporting high ability and twice-exceptionality. Results contribute to a critical reflection on the balance between vernacular language and terminological precision, with the goal of promoting rigorous communication practices that support accurate diagnosis and effective, needs-based interventions. We argue that organizations may need to balance popularity and visibility with the provision of effective and equitable policies and supports.

 

Talent Development Under Stress: Curriculum Effects for High-Potential English Learners Across Pandemic Eras

This experimental study examined the effects of an advanced mathematics curriculum (M²) delivered after school to high-potential English Learners (ELs). Two cohorts were followed from kindergarten through first grade: a pre-pandemic cohort (2018–2020) and a post-pandemic cohort (2023–2025). Students were randomly assigned to intervention (M²) or comparison groups matched for time and setting. Learning was measured using (1) an open-response math assessment (ORM) scoring explanation and representation and (2) the NWEA MAP Growth math test. Results showed clear group effects on both measures, with intervention students outperforming comparison students. For NWEA, there was also a cohort effect: the pre-pandemic cohort scored higher overall than the post-pandemic cohort. For ORM, there was no cohort effect, indicating similar reasoning performance across cohorts. There was no group-by-cohort interaction on either measure, meaning the intervention advantage was similar in magnitude across cohorts. These findings suggest after-school small-group instruction is a practical and effective way to deliver advanced, language-responsive mathematics to high-potential ELs. Districts should recognize this model as a formal early talent development pathway and support it with aligned progress monitoring, staffing, and coordination with the core school day.

 

Can AI Generate Questions Aligned With Bloom’s Taxonomy? A Framework for Gifted Education to Support Teachers

As artificial intelligence becomes increasingly used, it is important to consider how it can be used in gifted education and when its use is appropriate. This session examines the effectiveness of artificial intelligence tools (i.e., ChatGPT and Google Bard [now Gemini]) and a human in designing questions for elementary students at each level of Bloom’s taxonomy in math, science, and language arts.

 

Beyond the Novelty: Gifted Students’ Critical Views on AI Adoption and the Risk of Over-Reliance in Academic Work

The integration of generative artificial intelligence (GenAI) into education poses unique challenges for gifted students, whose learning centers on complex problem-solving and critical thought. This study investigates usage patterns and ethical perceptions of GenAI among a large cohort (n = 974) of high-ability teenagers participating in a gifted education program. Our analysis reveals a user–skeptic paradox: while 70% of students reported using GenAI, they also expressed high levels of ethical concern. The paramount risk identified, both quantitatively and qualitatively, was diminished critical thinking and the associated risk of overreliance on automated outputs. Ethical concerns varied by age, prior GenAI use, and subject choice. Students were particularly concerned about GenAI’s impact on the arts and other creative pursuits. Findings characterize gifted students as discerning, ethically reflective users. We argue that gifted education should leverage this advanced ethical reasoning to implement clear AI policies that explicitly scaffold critical thinking, rather than allowing AI to replace opportunities for deep intellectual mastery.

 

Beyond the Average Learner: Evaluating AI-Generated Lesson Plans for Gifted Education and Learners With Additional Needs

As artificial intelligence (AI) enters K–12 classrooms, educators are increasingly experimenting with AI-generated lesson plans. Yet little is known about how these tools address the needs of gifted learners, particularly those with additional exceptionalities such as disabilities or multilingual backgrounds. This study examines lesson plans produced by multiple AI tools in response to the same standardized prompt. Outputs were analyzed using frameworks central to gifted education (content, process, product, and acceleration) and evaluated for responsiveness to twice-exceptional learners and multilingual learners using Universal Design for Learning (UDL) and High-Leverage Practices (HLPs). Findings reveal significant variation in how AI platforms engage critical thinking, differentiation, and inclusivity. While some systems embed surface-level differentiation, few demonstrate consistent depth or clear acceleration pathways. Implications highlight both the promise and limitations of AI as a resource for teachers of the gifted and underscore the need for educator expertise in adapting AI outputs for diverse learners.

 

Mind the Gap: A Latent Class Analysis of Practitioner and Researcher Paradigm Adherence in U.S. Gifted Education

Gifted education is a field with competing paradigms. This study explored whether a paradigm gap exists between researchers and practitioners in U.S. gifted education and was guided by two questions: (1) Are there different groups of people in gifted education based on paradigm adherence? and (2) Which demographic variables relate to paradigm adherence? A total of 510 researchers and practitioners responded to our self-report affective instrument. Latent class analysis revealed three classes: a group adhering to a traditional Gifted Child Paradigm, a group adhering to a Talent Development Paradigm, and a large moderate group. The Talent Development group included more researchers with published articles and doctoral degrees, whereas the Gifted Child group included more practitioners. We discuss potential consequences of this gap and the importance of paradigm awareness within the field of gifted education.

 

Aligning Research to Practice in Gifted Education: Identification and Instruction

The process of translating promising research into practice has been a persistent challenge in education, including the formation of strong, long-term partnerships between universities and K–12 schools. However, authentic, mutually beneficial collaborations that align research and practice and provide early evidence of success are possible. The Having Opportunities Promotes Excellence (HOPE) and Scholar Identity Model™ (HOPE+SIM) project has achieved such success through knowing, being known, and re-knowing: what participants (university faculty, educators, and students in grades 5–12) know at the beginning shapes how they come to know one another through authentic interactions, which in turn transforms initial knowing into deeper re-knowing. This cycle is reflected in the present study through a social-emotional curriculum co-constructed with K–12 partners and enriched with place-based, culturally meaningful elements that highlight communities’ and students’ strengths to promote academic excellence and bolster scholar identities (Castagno & Brayboy, 2008; Fugate et al., 2021). Partnerships also include summer enrichment camps and identification of potential in special populations. This presentation focuses on creating university–K–12 partnerships that exemplify research-to-practice alignment and develop the talents of all participants.

 

Conceptual Connections of Giftedness and Creativity: A Systematic Review

This systematic review examined how the relationship between giftedness and creativity has been conceptualized in gifted education scholarship from 2005 to 2024. Across eight major journals, we analyzed 133 articles, including 13 core texts that centered the creativity–giftedness connection and 120 articles that engaged the connection more broadly. We identified 18 recurring core concepts spanning theoretical, developmental, and applied perspectives. Findings showed strong continuity with foundational models positioning creativity as central to giftedness, but much of the literature tended to assume rather than explicitly articulate this connection. Additionally, the broader sample emphasized applied conceptions (e.g., identification practices and classroom environments) rather than foregrounding creativity as a defining conceptual feature of giftedness. Although creativity remains foundational in gifted education theory, its role is inconsistently emphasized in practice and policy. Greater clarity and explicit integration are needed to sustain creativity’s place in gifted education.

 

Exploring German and Canadian Elementary School Teachers’ Understandings of Giftedness: An Introduction to the Concept of Doing Giftedness

Do teachers in different countries have different views of giftedness? Because many countries use identification systems that rely on teacher input, teachers’ views and understanding of giftedness can affect who is identified and why. In this paper, we use grounded theory to reconstruct six group discussions with teachers in Canada and Germany. In the German sample, several themes of giftedness emerged. These themes suggest participating teachers believe: (a) all students have gifts, (b) giftedness is not equated with achievement, and (c) giftedness can be framed as either relevant or irrelevant to school. These beliefs guide “doing giftedness,” which occurs in spaces inside and outside the classroom and at the relational level. The Canadian sample will be collected and analyzed prior to the Wallace Symposium. Transnational similarities as well as country-specific differences will be discussed.

 

Opportunity and Gatekeeping in Catawba School Experiences

Native American students are often neglected in educational research. Where research does exist, a homogenized view of Indigenous students has produced generic recommendations for culturally responsive teaching. The Catawba Tribe, like many others, has a complicated history with schooling, beginning with boarding schools designed to erase Indigenous culture. Neglect and disproportionality in gifted programs further limit opportunities for talent recognition and development. This study documents multigenerational Catawba experiences with schooling and access to talent development supports. Guided by three critical theories, thematic analysis revealed patterns of invisibility, opportunity and gatekeeping, cultural ambassadorship, and community support.

 

Identifying and Neutralizing Academic and Psychosocial Inhibitors That Keep Arabic-Speaking Students From Meeting Criteria for Selective Enrollment in High School STEM Talent Programs in Israel

This presentation examines the application of Subotnik et al.’s Talent Development Megamodel (TDMM), which conceptualizes giftedness as a developmental trajectory requiring sustained academic, psychosocial, and environmental support. In Israel, the Future Scientists Center operationalizes this framework through programs that combine scientific excellence with educational equity. Atid La’Mada (“Future for Science”) is a targeted intervention for gifted Arabic-speaking students in grades 7–8, implemented at Tel Hai University and the Weizmann Institute. The program addresses three domains: (1) academic enrichment in mathematics, physics, and diverse sciences; (2) intensive Hebrew-language acquisition to enable participation in Hebrew-medium STEM programs; and (3) psychosocial development via mentoring, role models, and experiential learning. Mixed-methods evaluation of the first three cohorts reveals significant gains in scientific reasoning, problem-solving, and academic Hebrew proficiency, alongside increased motivation, confidence, and engagement. Each year, more graduates gain admission to elite national STEM programs; participants are admitted at the same rate as the overall applicant pool, without adjusted selection criteria. Findings underscore the effectiveness of TDMM-informed, culturally responsive programming in reducing systemic disparities and broadening participation of underrepresented minorities in advanced STEM pathways. Promoting access to high-level STEM training for all Israeli students is increasingly recognized as not only an issue of fairness but also of national interest—tapping the full spectrum of talent to drive innovation and address complex societal challenges.

 

 

Tuesday, May 19, 2026 – 10:45 am to 12:15 am

Talent Development in Education: Methodological Approaches, Trends, and Gaps: A Cross-Cultural Systematic Review

This session reports on a large-scale systematic review mapping more than six decades of international educational research on talent development. Using PRISMA-S protocols for transparency, our search yielded 60 core studies from an initial pool of 2,591, covering research on talent development opportunities in education from 1959 to 2022. Our meta-sample comprised 502,244 students and other stakeholders across 12 countries. In addition to traditional systematic review methods, we will share how we tested innovative AI-powered tools for visual synthesis of cross-cultural research trends by mapping citation networks, methodological gaps, and thematic clusters, revealing deeper connections and historical impacts within the literature. Preliminary results indicate that most studies were qualitative (43%, compared with 37% quantitative and 20% mixed methods) and confirm a lack of multicultural approaches in talent development research, along with severe concentration of studies conducted in the United States (72%). This study provides both a comprehensive map of the field and a demonstration of novel methods for synthesizing educational research, offering a foundation for more inclusive perspectives on talent development opportunities in education.

 

Gifted Education and Talent Development in LemaS: Toward a Transformative Learning and School Design

In the research and school improvement project “Promoting Excellence in School Education” (LemaS), researchers from various disciplines and practitioners are collaborating in a large-scale research–practice partnership supported by policymakers at federal and state levels. LemaS is scheduled to run for 10 years (2018–2027) and aims to establish a nationwide school culture that promotes the gifts and talents of all students while aligning the school system with greater educational equity. This shift toward transformative learning and school design is taking place at the individual, classroom, and school levels. In this presentation, we introduce this nationwide initiative, which reaches more than 1,000 schools in Germany and is based on LemaS’s transformative understanding of giftedness and talent. We will provide an overview of the key theoretical foundations, educational objectives, and implementation findings from this transfer and transformation project, as well as insights into LemaS’s transformative learning and school design. In LemaS, transformative formats for gifted education and talent development are implemented through the adaptive professionalization of school principals and teachers as part of multiplier qualifications. This will be illustrated using adaptive, self-regulated, and research-based learning formats grounded in the Schoolwide Enrichment Model (SEM).

 

The STEM Starters Model for Developing Talent in Elementary Students and Their Teachers: 15 Years of Innovation and Intervention

A model for developing STEM talents in elementary children through engaging curriculum and sustained teacher professional development was designed, implemented, and evaluated across three Jacob K. Javits projects. Students in grades 1–5 received accelerated science curriculum, supplemental engineering units, and curriculum based on biographies of scientists, inventors, engineers, and computer scientists. Teachers were prepared to deliver curriculum-specific STEM content and skills, trained to implement Blueprints for Biography, and supported through summer professional learning institutes, academic-year coaching, and technical assistance in talent spotting and universal screening with local norms. Across multiple field studies in districts ranging from a few hundred students to thousands, the model proved flexible and produced achievement and engagement gains for students and increased achievement and STEM-teaching confidence for teachers. Teacher gains in understanding talent spotting principles and universal screening procedures with local norms were also outcomes in the model’s third iteration. STEM Starters, STEM Starters+, and STEM+C2 demonstrate that designing a school-based, domain-specific talent development model and testing it empirically in real-world settings advances both research on effective talent development and lessons from practice.

 

Beyond the Diagnosis: Using Latent Profile Analysis to Reveal the Complexity of Twice-Exceptional Learners

The purpose of this investigation was to move beyond variable-centered analyses based on specific diagnoses—including autism spectrum disorder (ASD), specific learning disability (SLD), and attention-deficit/hyperactivity disorder (ADHD)—by using a person-centered approach, Latent Profile Analysis (LPA), to reveal latent profiles that may better inform educational interventions. Using a large clinic sample (N = 1,345) of twice-exceptional and neurotypical learners, we identified five distinct profiles based on cognitive, academic, and behavioral indicators of strengths and vulnerabilities. The five profiles include: (1) Low-Average Achiever, Behavioral Challenges; (2) Exceptional Achiever, Behavioral Strengths; (3) High Achiever, Behavioral Challenges; (4) Exceptional Achiever, Discrepant Behavior; and (5) High-Average Achiever, Discrepant Behavior. Using a sample from a clinic database poses limitations with respect to generalizability; however, the LPA approach, as applied to this clinic sample, offers a comprehensive look at individuals with clinical diagnoses typically found in classrooms. Thus, these findings have the potential to bridge the gap between clinical diagnoses and educational interventions for students with academic and behavioral struggles and vulnerabilities. Using diagnoses of ASD, SLD, and ADHD, along with parent-reported participation in accelerated and/or gifted programs, as covariates yielded data-based implications that support the long-held general observation that masking of strengths and/or vulnerabilities occurs among the twice-exceptional population.

 

Twice-Exceptionality in Higher Education (Not Confirmed)

As research interest in twice-exceptional students has grown over the past three decades, most investigations have focused on primary and secondary students. Since Reis et al.’s study of 2e university students in 2000, a small but growing literature base has examined this population. Much recent research has explored the experiences of high-ability university students with autism spectrum disorder. Our work examining a group of university students in the Australian context found that university policies and resources, disability history, and philosophical approaches to special education influenced how 2e students experienced the postsecondary environment. Areas for future research and suggestions for secondary and university personnel are discussed.

 

Where Are We Now? A 15-Year Follow-Up Review of Empirical Research on Twice-Exceptional Students and Services

This systematic review of literature from 2010 to 2025 builds on Foley-Nicpon’s (2011) foundational work by expanding the definition of twice-exceptional (2E) students to reflect evolving diagnostic and colloquial language. Despite growth in the literature, no randomized controlled trials met inclusion criteria, and intervention outcomes were rarely examined. Most studies were qualitative or descriptive, focused on cognitive and academic factors, and were primarily U.S.-based. Demographic reporting was inconsistent, with a predominance of male and White participants. Specific learning disabilities were the most frequently discussed exceptionality, followed by ADHD and ASD. Definitions of giftedness varied widely, and twice-exceptionality was typically defined as giftedness co-occurring with a disability. Data sources included interviews, surveys, standardized assessments, and academic records. Findings indicate that 2E students face greater challenges in reading and writing than in mathematics and benefit from strength-focused instruction. Overall, results highlight the need for rigorous, intervention-based, and demographically inclusive research to inform evidence-based practices for 2E learners.

 

Establishing the Validity and Reliability of the Test of Creative Thinking in Mathematics (TCTM): How Can AI Be Used to Assist With Scoring?

The Test of Creative Thinking in Mathematics (TCTM) for secondary school students was originally developed to assess creativity in mathematical contexts—including knowledge, fluency, flexibility, and originality—using 15 different prompts. A streamlined TCTM was modified to include four prompts with a reduced scoring format that excludes a flexibility score. The revised test demonstrated high levels of criterion-related validity when compared with the TTCT and measures of mathematical performance. Internal consistency reliability and inter-rater reliability also exceeded acceptable criteria. Hand-scoring each test item, however, is time-consuming, requiring approximately 40 minutes per student. This session will share the latest validity and reliability results for the TCTM and compare total scores derived from hand scoring versus AI-based procedures. Audience members will receive access to the TCTM as well as example activities for use in the secondary mathematics classroom.

 

Fairness in Imaginative Thinking: Examining Structural and Measurement Invariance of the Imaginative Capability Scale

Liang and Chia (2014) proposed that imaginative thinking consists of three factors (i.e., initiating, conceiving, and transforming). Prior validation has relied largely on Eastern cultural samples, leaving questions about structural validity and fairness in Western contexts. We examined the Imaginative Capability Scale (ICS) in a sample of U.S. university undergraduates (N = 1,000). After listwise deletion and stratified downsampling to balance groups, the analytic sample included 500 self-identified female and 500 self-identified male students. Using the lavaan package in R, we estimated a series of CFA models. The baseline model showed marginal fit; a model with conceptually justified correlated residuals improved fit (χ²(367) = 1896.55, CFI = .91, TLI = .90, RMSEA = .060, SRMR = .046). Multigroup CFA supported configural and metric invariance across sex, but full scalar and strict invariance were not met. A revised, more parsimonious model with targeted item removals and correlated residuals achieved good fit (Model 5: χ²(266) = 1369.99, CFI = .924, TLI = .915, RMSEA = .060, SRMR = .042) and partial scalar invariance, enabling latent mean comparisons. Findings support the ICS’s three-factor structure in Western samples and underscore the value of partial invariance approaches.

 

Two Rights Can Make a Wrong: The Problems With Implementing Local Norms in Two-Stage Identification Systems

Given the popularity of local norms and two-phase identification systems, some districts use local norms within a two-phase model. Because the full battery of identification assessments is administered only in Phase 2, only a fraction of students have scores on most Phase 2 measures. Without data for all students, true local norms cannot be calculated. To address this issue, districts often use a pseudo–local norms approach in Phase 2. This approach extrapolates an appropriate Phase 2 cut score based on the scores of students who passed Phase 1 screening and the proportion of students who passed screening. This presentation provides a theoretical and analytical account of the problems inherent in using local norms within a two-phase identification system.

 

School Environments for Student Success: Differential Effects on Academic Achievement

Large-scale educational assessments typically focus on mean-level achievement, overlooking how factors may differentially influence success across the full proficiency distribution. Informed by stage–environment fit theory, this study addresses this gap by investigating how specific school and classroom elements relate to advanced learners in addition to other proficiency groups. Using PISA 2022 mathematics achievement scores from 4,552 U.S. 15-year-old students, we conducted binary and multinomial logistic regression analyses to test for differential effects of school and classroom environmental variables. Initial results suggested that schools without ability grouping had more students demonstrating average proficiency and fewer students at the extremes of the distribution. Additionally, teacher–student relationships and classroom climate differentially predicted mathematical proficiency across levels, while mathematical reasoning skills appeared similarly predictive regardless of proficiency level. These findings have implications for school and classroom practices, as well as for using high-ceiling assessments like PISA to better understand advanced learners in relation to students across the achievement spectrum.

 

Subgroups of Gifted Children: A Latent Profile Analysis of Cognitive, Affective, and Contextual Patterns

Intellectual giftedness is a multifaceted and heterogeneous phenomenon, encompassing not only advanced cognitive abilities but also distinct affective vulnerabilities and contextual influences. This heterogeneity poses significant challenges for educational practice, as standardized support programs often fail to address individual needs and may contribute to underachievement or psychosocial difficulties. This study aimed to empirically identify subgroups of gifted children and characterize their cognitive, emotional, and contextual profiles to inform differentiated interventions. The sample comprised 200 children (IQ ≥ 125; M_age = 8.3, SD = 2.51). Cognitive abilities were measured using WISC-V/WPPSI subtests, while emotional and contextual variables—including emotional and behavioral difficulties, peer problems, prosocial behavior, and family- and school-related stressors—were assessed using standardized instruments (SDQ and supplementary questionnaires). Latent profile analysis revealed three distinct subgroups: (1) children with elevated emotional and behavioral difficulties, often experiencing familial stress; (2) emotionally sensitive and socially reserved children exhibiting anxiety and low self-esteem but minimal behavioral issues; and (3) socially competent, emotionally stable children with high cognitive abilities and minimal affective or behavioral problems. Findings underscore the heterogeneity of gifted children and highlight the need for tailored support strategies that consider cognitive strengths, emotional vulnerabilities, and contextual factors.

 

Reversing Underachievement: A Different Kind of Engagement

The purpose of this qualitative study was to examine benefits for bright underachievers of a supplemental, low-stress, high-engagement curriculum without grades, tests, or homework. No regular classes were missed because program options occurred before and after school or during extended lunch periods. Participants were students in the top 2% in measured ability, performing 30% below the 75th percentile academically (and some below the 50th). Among 20 program options, small-group discussions of developmental topics with intellectual peers (8–10 per group) involved the most students–approximately 100. Participation fostered an achiever identity and achievement-oriented peer milieus, both previously associated with reversing underachievement (Peterson, 2001). Teachers and peers became aware of underachievers’ high ability through a monthly teacher newsletter naming participants and through interactions during the distribution of homeroom passes for program activities. Students were able to “try on” a new social identity through engaging options and revise inaccurate assumptions about high achievers. Evidence of reversal of underachievement included sustained voluntary participation in the most rigorous program components, high ACT scores, postsecondary academic success, and progress on multiple developmental tasks.

 

Supporting Early Childhood Gifted Education

There is strong evidence that early childhood education plays a critical role in children’s development and continues to influence well-being into adulthood. This session will present findings from an NAGC Task Force on Early Childhood Gifted Education (ECTF), which examined intersections and tensions between early childhood education and gifted education. The Task Force aimed to inform the NAGC Board of Directors about how the organization can better support advanced young learners (ages 3–8). The Task Force reviewed seminal documents from both fields and facilitated virtual and in-person community conversations to identify the most pressing challenges in early childhood gifted education. Four key issues emerged: (1) identification tools, procedures, and systems; (2) resources for supporting advanced young learners; (3) professional learning needs; and (4) alignment with broader early childhood initiatives and recommendations. These issues will serve as the foundation for participant engagement and discussion.

 

Who Is Discussed in Science of Reading Conversations? A Content Analysis

Given the high level of attention to the science of reading in policy and practice, we explored the degree to which readers of different skill levels are represented in the relevant literature. We measured the frequency of words used to describe readers and classrooms in 58 articles across three special-issue journal collections on the science of reading. Results revealed that terms referring to students of different skill levels are not used with similar frequency. Words synonymous with “struggle/struggling” were used significantly more often to describe students than words meaning “advanced” or “average.” These findings suggest that reading research more often addresses struggling readers than peers developing reading skills along typical or advanced trajectories. Implications for policy and practice are discussed.

 

The LUPE Toolbox: Diagnostic Material to Support Primary School Teachers in Identifying Their Students’ Potential in Math and Science

LUPE is an acronym for the German phrase “Leistung unterstützen, Potenziale erkennen,” meaning “supporting achievement, identifying potential.” LUPE was a five-year strategic research–practice partnership in which researchers from Trier University in Germany collaborated with primary school teachers to develop and test diagnostic materials for classroom use. The materials were theory-driven, field-tested, and formatively evaluated to support teachers in actively identifying potential in mathematics and natural sciences. The final materials comprise questionnaires, interviews, and whole-class lessons and are compiled in the LUPE Toolbox. The materials are available in English. The project was funded by the Federal Ministry of Research, Technology and Space. This presentation will cover the materials, their development, and their practical applications.

 

 

Tuesday, May 19, 2026 – 2:45 pm to 3:45 pm

Gifted Migrant Students in the United States: Lived and Learning Experiences

When migrant and externally displaced persons (EDPs) in the United States are identified as gifted and talented, public school district gifted and talented education (GATE) programs offer support. The widely used U.S. federal definition states that gifted individuals require services and activities not ordinarily provided by the school. In this manuscript, a child migrant is defined as someone who migrates to a new country before age 18. An EDP is defined as an individual who has temporarily left their home country and crossed an international border with the expectation of returning. The purpose of this study was to examine the experiences of gifted migrant and EDP students in the United States. Nine GATE coordinators in urban, culturally, and linguistically diverse communities completed the GATE Coordinator Survey. Using qualitative and quantitative methods, key results indicated that GATE program demographics largely parallel district demographics, that program offerings attend to some academic, socioemotional, cultural, and linguistic needs, and that the most highly attended programming includes Family Night and English language instruction. Survey results also indicated that districts offered multiple methods of support for gifted migrant and EDP students.

 

The Perspective of Financially Disadvantaged, Academically Advanced Youth on Leadership

This study explores how advanced youth define leadership and how participation in leadership programs affects their development. Using surveys and focus group interviews, the research examined participants’ beliefs about leadership traits and skills and identified changes following program participation. Before the program, students ranked compromise, supporting others, integrity, flexibility, and community service as the top five leadership traits. After the program, the top five shifted to compromise, integrity, communication, inclusive team-building, and confidence. Post-program, more students rated compromise and integrity as highly important, and they increasingly recognized communication, inclusive team-building, and confidence as crucial leadership skills. These findings suggest that the leadership program influenced students’ perceptions of leadership.

 

Unlocking Imagination for Talent Development: Latent Profiles, Sex Differences, and College Disciplines

This study examines how imagination—often overlooked despite its central role in creativity—clusters with personality and relates to students’ sex and college disciplines. Using latent profile analysis with university students (N = 1,560) who completed the IPIP Big Five and the Imaginative Capability Scales (initiating, conceiving, transforming), we identified three profiles: Balanced Visionaries (higher openness and imagination), Reactive Realists (moderate imagination, lower emotional stability, lower openness/extraversion), and Reserved Idealists (moderate-to-higher conceiving/transforming, lower initiating, more introverted). Profiles did not differ significantly by sex, but they did differ by discipline; race/ethnicity and age were also related to profile membership. Multinomial models indicated that profiles improved prediction of discipline; Balanced Visionaries were less likely to be enrolled in Science than in Liberal Arts and Social Sciences programs. Adding sex and race improved model fit: females had lower odds of being in Business, Engineering, and Music, and higher odds of being in Education. Interaction models were not significant. Implications address how disciplines can intentionally cultivate imaginative thinking by leveraging students’ profile strengths.

 

The Creative Dividend: What Honors Programs Add to the Undergraduate Experience

This paper will share findings from the National Survey of Student Engagement, comparing nearly 15,000 honors and general education undergraduate students from 97 universities. Regression models suggest that, even after controlling for demographic and institutional characteristics, honors students report greater exposure to creative coursework experiences, such as generating new ideas, taking risks, evaluating multiple approaches to problem-solving, and inventing new methods. Honors participants also report greater confidence in their creative thinking and problem-solving abilities. These findings provide additional evidence for the benefits of honors program participation.

 

Two Hands Are Better Than One to Differentiate

This study examined the impact of a push-in model in which gifted specialists collaborated with classroom teachers to differentiate mathematics for fourth- and fifth-grade students who had mastered grade-level material. Twenty-four classrooms in suburban Florida and Texas districts were assigned to treatment (n = 11) or control (n = 13) conditions. Treatment teams received two days of professional learning on curriculum compacting and differentiation strategies and implemented pretesting and three weekly hours of co-teaching to provide enrichment, increased cognitive demand, or higher-grade standards. Interim benchmark data from Texas indicate that treatment classrooms consistently outperformed control classrooms, with higher overall rates of benchmark mastery. These findings suggest that collaborative differentiation by gifted specialists can enhance mathematics achievement and better support advanced learners in mixed-ability settings.

 

Differential Effects of an Advanced Mathematics Curriculum: A Cluster Analysis of High-Potential English Learners

This study examined the differential effects of an advanced mathematics program for different clusters of underrepresented English Learners (ELs). ELs were identified using strength-based multiple criteria, resulting in academic diversity among participants. A total of 103 kindergarten students were randomly assigned to either the intervention (an after-school program providing 80 hours of advanced mathematics instruction) or a comparison condition (school mathematics curriculum or Peer-Assisted Learning Strategies). Outcomes on open-response mathematics, NWEA mathematics, and NWEA reading were compared within clusters. Results showed that intervention students outperformed peers on open-response mathematics tasks, with the largest gains among the lowest-baseline cluster. Findings highlight the program’s impact on mathematical reasoning and expressive skills for the lowest-baseline ELs.

 

An Investigation of Strengths Knowledge and Vocational Skills Self-Efficacy in a Career Intervention for High-Ability Middle School Students

This study examines the impact of the Talent Identification and Career Exploration (TICE) intervention on vocational skills self-efficacy (VSSE) among underrepresented, high-ability middle school students. Grounded in Social Cognitive Career Theory and the Talent Development Megamodel, TICE aims to increase students’ awareness of their strengths and connect them to vocational skills and career interests. A sample of 89 sixth- and seventh-grade students from urban and rural districts completed pre- and post-intervention assessments of strengths knowledge and VSSE. Results showed significant positive correlations between strengths knowledge and VSSE at both time points. Regression analyses indicated that both initial strengths knowledge and gains over time predicted higher VSSE. Twice-exceptional students reported lower strengths knowledge and VSSE, highlighting the need for tailored support. Findings underscore the value of strengths-based, culturally responsive career interventions in fostering self-efficacy and career readiness among academically advanced youth from historically excluded backgrounds.

 

Connecting With Others: Relating Interpersonal Relationships to Preparation and Job Satisfaction in Art Domains

Research in artistic domains enhances understanding of artistic practices and their relationship to personal development and creative productivity. Interpersonal relationships are an important aspect of these learning experiences. Based on self-report responses from graduates of arts programs, this study investigated how perceived interpersonal relationships and mentoring are associated with learning experiences and job satisfaction using regression analysis. Results highlighted the role of mentor–mentee dynamics and interpersonal relationships in arts education experiences. Findings can help educators refine practices to enhance collaboration, innovation, and personal growth, contributing to stronger relationships in educational environments. They can also guide schools in tailoring mentorship programs and improving educational climate to foster both personal and professional development.

 

 

Wednesday, May 20, 2026 – 9:00 am to 10:00 am

Does Gifted Education Matter? A Quasi-Experimental Study of Short- and Long-Term Outcomes

This study broadly addresses the question: Does gifted and talented (G/T) education matter? Specifically, it examines the college enrollment and academic achievement outcomes associated with G/T education. Using longitudinal data from four cohorts of students in Arkansas (N = 92,433), we compared outcomes for G/T students and similar non-G/T students. We used propensity score matching (PSM) to balance the groups, reduce covariate bias, and strengthen causal inference. Findings provide compelling evidence that participation in G/T education is associated with higher academic achievement and improved postsecondary enrollment outcomes. In particular, G/T students scored 0.75 standard deviations (SD) higher in science and 0.80 SD and 0.75 SD higher in math and ELA, respectively, compared with matched non-G/T students (p < .001). Regarding college enrollment, G/T students were more likely to enroll in college overall (OR = 2.18), attend four-year colleges (OR = 2.11), enroll out of state (OR = 1.20), and choose a STEM major (OR = 1.30) compared with matched non-G/T students. These findings contribute to the literature on academic and postsecondary outcomes for G/T students.

 

The Evolution of a Theory: MegaModel 2.0

The Talent Development Megamodel (TDMM), first published in 2011, advanced a shift from traditional views of giftedness as fixed and innate toward a developmental perspective emphasizing domain-specific gifts across the lifespan. Much of the field has since moved in this direction. However, several components of the original TDMM framework have required further explication and development. In this session, we present evidence supporting MegaModel 2.0, with a focus on integrating: the role and timing of general versus specific talent preparation; the roles of insider knowledge, mentoring, and gatekeepers; psychosocial skills for performance; and the potential of outlier-talent research for informing theories of talent development.

 

Exploring School Experiences, Social Experiences, and Mental Health Among Gifted Irish Adolescents

Gifted adolescents have unique experiences in school, both academic and social. Increasing concern over adolescents’ mental health underscores the need to understand how these experiences may contribute. To explore these relationships, this study used a widely used mental health screening tool, the Strengths and Difficulties Questionnaire (SDQ), school experience items, and the Social Experience of Gifted Students Scale–Revised (SEGSS-R) with gifted Irish adolescents (ages 13–17; N = 429) attending a summer programme for high-ability students. No school experience variables significantly explained variance in the SDQ internalizing subscale, but gender and numerous social experiences explained 52% of the variance, with peer rejection the most significant predictor (β = .58, p < .001). Twenty percent of externalizing behaviors were also explained by the model, with being more serious than peers showing the strongest effect (β = −.29, p < .001). Peer expectations for high academic performance were significant for both internalizing (β = −.20, p < .001) and externalizing (β = −.26, p < .001) scores and were associated with fewer negative behaviors. Findings suggest that appropriate gifted education must include attention to students’ social experiences.

 

Social-Emotional Learning Outcomes in Gifted Identification: Evidence From the 3P Nurturing Talent Javits Project

This presentation examines social-emotional learning (SEL) outcomes associated with the 3P Nurturing Talent project’s approach to gifted identification via affective development. Building on positive psychology research showing that non-cognitive factors predict academic success beyond cognitive ability alone (Dixson et al., 2017), this study investigates whether participation in affective-focused identification modules improves student well-being and self-regulation. The project, funded by the Jacob K. Javits Gifted & Talented Students Education Program, integrates the PERMA model (Seligman, 2011) through the Bull’s Eye Model for Affective Development–Expansion (Arnstein et al., 2023) alongside dynamic assessment practices. Data were collected from 127 students in grades 4–8 in several Seattle-area schools, where implementation has been active for one academic year. Students completed pre- and post-measures including the EPOCH (engagement, perseverance, optimism, connectedness, happiness), the Junior Metacognitive Awareness Inventory, and the Children’s Hope Scale before and after participating in positive psychology modules. Preliminary analyses examine changes in SEL outcomes and whether affective growth differs between students identified through traditional cognitive methods and those identified through the affective approach. Findings have implications for understanding the dual benefits of affective-based identification systems that simultaneously support identification and SEL while promoting developmental access and student flourishing.

 

Spotting Points of Promise: A Multi-Lesson Approach

English Learners (ELs) have been chronically underidentified in gifted programs due to testing barriers. To address this problem, Project EAGLE implemented a dynamic approach to spotting mathematical potential via nine Points of Promise (e.g., persistence, logical reasoning, number sense) across five lessons spanning algebraic and geometric domains. Seven third- and fourth-grade teachers received professional learning to teach the lessons and spot students exhibiting Points of Promise (POPs). Two researchers independently tracked which students exhibited POPs across three lessons per teacher. An average of 8.3 students were spotted in a single lesson, with 14.6 students spotted (76% more) across three lessons. 27.6% of the spotted students were identified exclusively in one lesson. The number of spotted students varied by lesson: Feast of Fractions spotted the most (M = 9.4), while As a Rule spotted the fewest (M = 6.8). Successive observations also increased the number of students spotted, with the first identifying an average of 7.1 students and the third identifying 9.1. Overall, the results highlight the importance of using the Points of Promise checklist repeatedly across mathematical domains to more comprehensively spot ELs’ mathematical potential.

 

Using Dynamic Assessment to Identify Gifted Potential in Underrepresented Students

This presentation examines the efficacy of using dynamic assessment (DA) of positive psychological traits to identify gifted and talented students from underrepresented populations compared with traditional cognitive assessments. The study is part of the 3P Nurturing Talent project sponsored by the U.S. Department of Education’s Jacob K. Javits Gifted & Talented Students Education Program. The project applies the Bull’s Eye Model for Affective Development–Expansion (BEM-e) framework and measures engagement, perseverance, optimism, connectedness, and happiness to address persistent underrepresentation in gifted education. We will share results from implementation in Seattle-area schools serving predominantly underrepresented student populations. To date, 127 students have participated. The district serves communities in which 32% of children come from households receiving SNAP benefits and 81% are eligible for free or reduced-price lunch. Educators were trained to conduct DA while delivering modules targeting positive psychology traits. The odds of identification for Black, Latinx, low-income students, and students with disabilities were compared under traditional school procedures and the new DA method. The presentation will discuss findings, implications, and recommendations regarding the utility of DA and positive psychology traits for improving access and equity in gifted education.

 

Associations Between School Psychology Graduate Trainees’ Experience, Familiarity, and Confidence About Academic Acceleration for High-Ability Students

Although graduate training programs aim to prepare future school psychologists with the skills and knowledge to recommend intervention strategies that support all learners, trainees may not be sufficiently prepared to recommend academic acceleration for high-ability learners. In theory, trainees’ concrete learning experiences and familiarity gained through training could be linked to increased confidence in applying skills clinically. This study used a secondary dataset from a national survey (Bozec, 2024) to examine the types of experiences school psychology trainees have had with academic acceleration and their level of confidence in identifying students who could benefit from it.

 

Measurement, Interactions, and Time: How Modern Measurement Procedures, Aptitude × Treatment Interactions, and Carroll’s Model of School Learning Support Educational Acceleration for Precocious Students and Optimal Learning for All Students

We present a model that conceptualizes the psychological justification for allowing able and willing students to experience educational acceleration. Although this best practice is sometimes resisted by parents, teachers, and policymakers, robust longitudinal research shows that acceleration is not only educationally efficacious but also conducive to positive psychosocial development. Our model frames educational acceleration as the positive extreme of what all students need: appropriate developmental placement. Findings from a mixed-methods design applied to four cohorts of the Study of Mathematically Precocious Youth (SMPY; N > 1,999; top 1% in ability) illustrate how this framework can inform practice and research. In early adulthood, participants identified as intellectually precocious reflected on their K–12 experiences in educationally and developmentally important ways. Systematically examining these reflections, both quantitatively and qualitatively, provides insight not only into the direct, educationally efficacious effects of acceleration but also into positive indirect effects related to social features of learning and school settings independent of curriculum. This framework deepens explanations of how and why aptitude × treatment interactions and Carroll’s Model of School Learning can best meet the learning needs of precocious students—and, by extension, all students.

 

2026 Wallace Research Symposium on Talent Development Poster Presentations

 

Tuesday, May 19, 2026 – 5:00 pm to 6:30 pm

Factors Influencing Differentiation for Gifted Students: A Case Study of One Elementary Classroom Teacher

This qualitative instrumental single-case study examines how one fourth-grade general education teacher differentiates instruction for gifted learners in a mixed-ability classroom and why such practices persist or fade. Grounded in an integrated conceptual framework—REACH (Quality Indicator 1: Teacher), Schön’s Reflective Practice, and Shulman’s Pedagogical Content Knowledge—the study traced preservice preparation to in-service enactment across 12 weeks of data collection: semi-structured interviews, 20 structured observations, informal check-ins, email exchanges, and artifacts. Inductive thematic analysis yielded one overarching theme—Preservice Program Influence—and three major themes: (1) PCK and Gifted Pedagogy (e.g., curriculum compacting, enrichment, 2e recognition), (2) Student-Centered Environment (flexible grouping, interest-driven tasks, growth mindset), and (3) Reflective Decision-Making (assessment-driven adaptations, reflection in and on action). Findings indicate that sustained, advanced differentiation emerged only when explicit preservice training and school-level autonomy coexisted, enabling the teacher to act on evidence rather than relying on pacing guides. Implications address teacher preparation program design, leadership policies that protect instructional autonomy, and practical routines for assessment-driven differentiation in general classrooms.

 

Thematic Analysis of AI Policies in the Big Ten Academic Alliance Universities

This study explored artificial intelligence (AI) policies across universities in the Big Ten Academic Alliance (BTAA), where faculty and students engage in research, teaching, and learning. As AI majors and related fields rapidly emerge in higher education, understanding institutional AI policies can better guide and support stakeholders such as administrators, faculty, and students. The study used a qualitative approach and thematic analysis to investigate: (1) What policies govern the use of AI in research? and (2) What policies govern the use of AI in teaching and learning? For the first question, three themes emerged: (a) ethical considerations and associated risks, (b) researcher identity and integrity, and (c) the nature of AI. The second question is under analysis, and findings will be forthcoming.

 

Strengths-Based Intervention for Enhancing the Academic Achievement of Underachievers

Underachievement is a perplexing phenomenon that continues to concern both parents and teachers. A major issue is the waste of potential resulting from inadequate guidance and support. Many underachieving students could reach their academic goals if provided with appropriate counseling and mentoring. Multiple factors contribute to poor academic performance, causing distress not only for students but also for parents, who often feel helpless in addressing these challenges. Notably, underachievers frequently excel in co-curricular or extracurricular activities, revealing hidden intelligence and untapped potential. Dissatisfaction with learning may arise from peer influence, home environment, and school climate. As Stephen Hawking observed, “Intelligence is the ability to adapt to change… However difficult life may seem, there is always something we can do and succeed.” Inspired by Hawking’s story, this study used a case study method to explore how counselor education can help underachievers develop confidence and become successful learners. Counseling interventions not only addressed root causes of underachievement and nurtured talent development but also contributed to nation-building by transforming latent potential into productive achievement.

 

Mapping Calvin Taylor’s Implementing Talent, Discerning Opportunities Talent, and Human Relations Talent to CASEL’s Five Psychosocial Competencies

This paper explores the alignment between Calvin Taylor’s Talents Unlimited (TU) Model and the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework’s five competencies, focusing on three additional talents—Implementing Talent, Discerning Opportunities Talent, and Human Relations Talent—that were not operationalized in the Talents Unlimited Model by Schlichter and Palmer (1993). Using a conceptual mapping methodology, this research examines how these cognitive and affective domains intersect with executive functioning and psychosocial skills. Cross-framework analysis illustrates relationships between TU’s creative thinking processes, CASEL competencies, and key psychosocial and executive functioning skills. Findings indicate that Implementing Talent supports self-management and responsible decision-making; Discerning Opportunities Talent cultivates reflective awareness and adaptive reasoning; and Human Relations Talent enhances empathy, social awareness, and collaboration. Integrating these frameworks–Calvin Taylor’s multiple talent theory (Taylor, 1969), the Talents Unlimited Model (Schlichter & Palmer, 1993), and the CASEL framework—offers educators a cohesive approach to developing creativity, emotional intelligence, and ethical action simultaneously. Implications suggest that embedding TU talents in curriculum design strengthens not only cognitive performance but also psychosocial competence, supporting holistic talent development and 21st-century readiness across K–12 and postsecondary contexts.

 

Long-Term Effects of Gifted Programming in the Elementary Years: A Systematic Review

While several foundational studies in gifted education have examined the development of exceptionally talented youth across the lifespan, more recent research has shifted toward examining long-term outcomes for gifted students identified in typical educational settings (e.g., Helal, Parra-Marinez, Djita, Wai, & McKenzie, 2025; Redding & Grissom, 2021). Within these settings, there is a particular need to understand the effects of programming at the elementary level, when formal identification of, and programming for, giftedness typically begins. The purpose of this systematic literature review is to analyze the longitudinal effects of gifted education programming during the elementary years. Based on literature identified through searches of major educational databases and leading gifted education journals, topics analyzed include program characteristics and identification practices, outcomes assessed, time elapsed between program participation and observed outcomes, and student characteristics considered as controls or moderators.

 

The Impact of Self-Management Programming on Gifted Student Perceptions of Sleep in a Residential Setting

Insufficient sleep among secondary students has become a pressing concern due to its detrimental effects on academic performance, physical health, and mental well-being. This concern is amplified for students living away from their parents in boarding school settings. The purpose of this action research study was to investigate and improve the sleep experiences of gifted secondary students residing in a residential school. Two cycles of data collection were conducted. Participants in Cycle 1 included gifted secondary students, counselors, and residential staff employed at the institution. Data collected and analyzed in Cycle 1 informed the design of intervention action steps. These action steps, including a peer-facilitated social-emotional learning program focused on self-management skill development, were implemented and evaluated in Cycle 2 to examine how self-management skill building influenced student perceptions of sleep and sleep habits. Findings suggest that residential secondary students desire institution-sanctioned structures and explicit support to develop self-management habits. Implications include targeted training for residential staff, increased structure during nonacademic time, and differentiated programming by grade level to improve sleep habits and overall student health and well-being.

 

Exploring How Dosage and Fit Shape Engineering Interest Through Talent Development Programming

Many talent development programs assume that greater exposure inherently increases students’ interest and ability. However, this relationship requires empirical validation rather than implicit acceptance. This study investigated whether a higher “dose” of an engineering intervention influenced high school students’ interest in engineering by comparing pre- and post-intervention interest across two week-long outreach programs: a commuter day camp (n = 30) and a residential camp (n = 51). Substantial demographic differences between groups limited direct statistical comparisons, highlighting contextual factors that may interact with dosage effects and influence interest. Findings suggest that program fit is essential for understanding how dosage relates to outcomes. From a talent development perspective, growth depends more on alignment and program quality than on program length or difficulty alone. Engaging, tailored programs that address individual needs may promote more equitable and lasting talent development.

 

Perspectives of Gifted Coordinators in Kentucky on Advanced Coursework Legislation

House Bill 190 was passed in Kentucky in April 2025, requiring school districts to establish “clear policies on the promotion of advanced coursework or accelerated learning in language arts, mathematics, social studies, and science by grade level for students in grades four (4) to twelve (12).” This paper explores gifted coordinators’ perceptions related to the passage of House Bill 190, current opportunities available to students, and the benefits and challenges of implementing the legislation.

 

Promoting Giftedness in German Schools: Cross-School Collaboration in School Networks and Internal School Cooperation as a Cornerstone

In the Germany-wide project Leistung macht Schule (LemaS), the development of gifted programs is supported and studied over a 10-year period (2018–2027). Central to the project is collaboration among schools organized into networks. Research suggests that successful school development processes depend not only on collaboration within networks but also on cooperation within individual schools (Killus & Gottmann, 2012). In LemaS, designated school representatives are responsible for organizing joint work within networks and transferring project themes into their schools. This study reports findings from 12 focus groups conducted with these teachers. At the network level, the exchange of effective practices emerged as a central component. At the school level, teachers described how participation in LemaS contributed to strengthening a potential-oriented perspective toward all students. However, participants also highlighted challenges in engaging sufficient numbers of colleagues in school development initiatives and shared strategies for addressing these challenges. Potentials and obstacles at both the network and school levels are discussed in light of these empirical findings.

 

Making Sense of the Research on Neuroscience and Giftedness

Educational neuroscience (also referred to as “mind, brain, and education”) is a rapidly evolving field encompassing a wide range of studies and methodologies. Research spans basic brain imaging studies examining associations between cognitive tasks and neural activity, applied classroom-based investigations of cognitively informed interventions, cognitive science laboratory studies, and randomized controlled trials testing neuroscience principles in educational practice. Research on neuroscience and giftedness may examine neural differences between gifted students (often identified using IQ measures) and their peers, investigate patterns of brain structure and function among students with domain-specific talents, or explore the neurocognitive profiles of twice-exceptional learners. However, such research can be over-interpreted, leading to “brain-based” practices that lack a strong empirical foundation. This poster presents a classification of empirical educational neuroscience research related to giftedness, ranging from neuroimaging studies to classroom-based investigations. Preliminary findings from an ongoing scoping review are shared, along with practical implications for talent development and advocacy.

 

Connecting Talent to Implementation Within a Train-the-Trainer Cascade

Train-the-trainer (TTT) models have proven to be effective dissemination approaches within health care systems (Pearce et al., 2012; Poitras et al., 2021); however, their use has been less extensively studied within educational contexts (Rearon et al., 2024). Eliciting Advanced Gifted Learning Evidence (EAGLE) is a Javits-funded project designed to train teachers in a dynamic approach to recognizing behaviors of high-potential students who are traditionally overlooked in gifted identification processes. To build capacity for cascading EAGLE, the project applied Mormina and Pinder’s (2018) TRAIN model. This poster presents pre- and post-training data aligned with factors identified by Monnier et al. (2023) as critical to successful TTT implementation, focusing on relationships among trainer cohorts, trainers, and workshop participants. Specifically, the study examines: (1) whether participation in a weeklong trainer cohort is associated with changes in trainers’ knowledge and confidence to lead professional learning on identifying high mathematical potential using a dynamic approach; (2) whether workshop participants report increased knowledge, confidence, and intent to implement the training; and (3) whether relationships exist between trainers’ knowledge and confidence and workshop participants’ reported confidence, comfort, and likelihood of implementing the dynamic identification approach.

 

Cognitive Profile Analysis in Twice-Exceptional Populations: Evidence From Belgian and Dutch Educational Contexts

Identifying twice-exceptional learners requires understanding their distinctive cognitive profiles, which can differ substantially from traditional giftedness patterns. This paper presents findings from two large-scale studies examining cognitive characteristics and psychosocial outcomes in twice-exceptional populations. Study 1 analyzed cognitive assessment data from 239 Belgian students, comparing working memory, processing speed, and fluid reasoning among neurotypical gifted and twice-exceptional learners. Study 2 examined well-being, motivation, and self-perception among 52,356 Dutch secondary students across four groups: twice-exceptional, gifted-only, neurodivergent-only, and neurotypical. Results indicated that twice-exceptional students show preserved fluid reasoning alongside selective weaknesses in working memory and processing speed, with significantly greater cognitive heterogeneity than neurotypical gifted peers. Psychosocial outcomes showed intermediate patterns between gifted-only and neurodivergent-only groups, with additive rather than interactive effects. These findings challenge identification procedures that rely on composite scores and support multidimensional assessment approaches. Methodological implications include component-level cognitive analysis, attention to intra-individual differences, and recognition that small effect sizes in large datasets may still represent meaningful differences requiring targeted interventions.

 

Art of Noticing: Cross-Field Traits That Define Advanced Visual Learners

Psychologists and art educators agree that the artistic processes advanced artists select and employ throughout production are more important in defining gifted attributes than the finished products themselves (Pariser & Zimmerman, 2004). In a qualitative study exploring high performance, secondary art teachers affirmed technical command (e.g., drawing) and an accelerated rate of mastery as traits of advanced learners. However, evidence of giftedness extended beyond products to prioritize process—specifically, observable behaviors identified through cross-field research. In this follow-up study, a comparative judgment survey was developed to quantitatively validate these qualitative findings and identify underlying dimensions of concern (e.g., product emphasis, evaluator bias, and equity). Using a Thurstone scale, expert teacher attitudes and opinions were gathered regarding overlapping traits drawn from extensively researched and validated rating scales (e.g., Renzulli’s Scales for Rating the Behavioral Characteristics of Superior Students and Haroutounian’s Arts Talent Identification Indicators of Potential Talent in the Visual Arts), as well as observable behavioral attributes from visual arts literature dating back to 1958. Responses were measured and quantified to identify optimal visual art behaviors for developing a behavioral rating scale that synthesizes cross-field traits. The resulting scale will be piloted to test the instrument’s reliability, feasibility, and equity.

 

Strength in Story: Trauma-Informed Supports for Gifted, Adopted, and Foster Youth

Trauma is a unique, multifaceted issue that disrupts an individual’s sense of safety and security. Trauma is not defined solely by what happens to a person; rather, it lies in how those experiences are internalized. For gifted individuals, this internalization—combined with an advanced ability to extrapolate from limited information and insufficient life experience to process momentous events—can exacerbate fears and insecurities that are common among adopted and foster youth. Trauma associated with foster care or adoption may intersect with the often heightened sensitivity and imagination of gifted children, intensifying feelings of loss, identity confusion, insecurity, and lack of safety, which in turn can affect educational outlook and engagement. Based on an ongoing study of this population, this session will feature narratives from gifted adoptees, former foster youth, and their parents. These stories will illuminate internal challenges and root causes of trauma within this population. The session will also provide: 1) research-driven best practices for addressing trauma; 2) effective strategies for working with students who hold these intersecting identities; 3) insight into how lived experiences in foster care and adoption influence manifestations of giftedness; and 4) an exploration of how giftedness shapes the way individuals process life experiences and educational circumstances.

 

Pre-Service Teachers’ Attitudes on the Use of a Socially Assistive Robot for Differentiated Instruction

This pilot study investigates how pre service teachers perceive a socially assistive robot (SAR) as a pedagogical partner for differentiated instruction, a core practice in gifted education. As AI tools gain increasing attention in K–12 classrooms, questions remain about how future teachers interpret physical Artificial Intelligence (AI) technologies and how these interpretations relate to their readiness to support gifted students. Drawing on pre- and post-attitude surveys, personality measures, and interview data, this mixed-methods study examines the perceived utility of SARs in classrooms. Preliminary findings will benefit teacher education programs by clarifying how pre service teachers make sense of physical AI tools within differentiated learning contexts.

 

ABCS of Science Giftedness: A Framework and Identification Tool

Science giftedness exists at the intersection of advanced academic ability in science and psychosocial characteristics of gifted individuals (Feist, 2013). However, characteristics of science giftedness have not been sufficiently investigated for identification purposes. This exploratory study addresses this gap by developing the ABCS of Science Giftedness, including both a framework and an identification tool that draws on a set of distinct and observable characteristics. The framework and tool provide educators and researchers with guidance for identifying gifted science students during formative middle school years (ages 10–14), creating opportunities for students to engage in advanced science courses and scientific inquiry that may support long-term development toward eminence.

 

Gifted Education–Specific Methodological Considerations in Hyperparameter Tuning

Machine learning is a promising methodological tool in gifted education research, and scholars are increasingly exploring its potential to address longstanding challenges in the field. However, applying machine learning techniques differs fundamentally from traditional statistical approaches. No aspect of machine learning better illustrates this distinction than hyperparameter tuning—the process of adjusting algorithmic parameters to optimize model performance. A central challenge is that existing methodological literature often fails to account for the realities of data commonly encountered in gifted education research, such as small sample sizes, selection bias, and measurement constraints. This presentation offers practical recommendations and applied examples for tuning machine learning models while accounting for these methodological challenges.

 

Gifted Education in the Age of AI: Toward a Research-Based Framework of Teacher Practice

This conceptual, research-based theoretical paper specifies the skill repertoire teachers of gifted learners need when instruction integrates generative artificial intelligence (AI). Drawing on human-centered AI, educational philosophy, creativity, and critical-thinking research, the paper defines six skill domains: (1) Task Design and Complexity Management, (2) Metacognitive Regulation Coaching, (3) Epistemic and Ethical Reasoning Instruction, (4) Creative Production Supervision, (5) Relational Pedagogy and Mentoring, and (6) Data Interpretation for Instructional Decision-Making. The framework positions AI as a tool that can widen search spaces and accelerate iteration, while teachers maintain rigor, integrity, and human development aims. The paper offers testable propositions and design principles (looped, layered, lived learning) and identifies boundary conditions and safeguards. It argues that AI can raise ceilings for gifted learners only when teachers intentionally orchestrate tasks, norms, and evidence so students think with AI rather than outsource thinking to AI (Felix, 2021; Stadler et al., 2024).

 

A Theoretical Framework Connecting Gifted Education and Special Education for Twice-Exceptional Learners: Providing Support and Challenge

This paper proposes a conceptual framework that connects gifted education’s purpose—cultivating advanced potential—with special education’s purpose—ensuring access—to better serve twice-exceptional (2e) learners through the Trellis & Blossom (T&B) model. T&B specifies co-occurring supports (Trellis: accommodations, scaffolds, SEL/behavioral supports) and challenges (Blossom: enrichment, complexity, acceleration) within the same lesson so that neither disability nor giftedness is masked. The scholarship proceeds from a conceptual synthesis refined by practitioner feedback to lesson-level instrumentation via a planning template that embeds Trellis, Blossom, and Roots across instructional phases, and to implementation aligned with UDL and CEC High-Leverage Practices. Key findings indicate integration is non-substitutable: the framework yields observable actions (strengths-based stance, UDL routines, diagnostic–prescriptive assessment, HLP-aligned collaboration, flexible grouping) and improves lesson-level fidelity. The paper addresses equity by mitigating masking and underrepresentation through a unified design language and situates adoption within MTSS/UDL amid policy asymmetries between IDEA and non-mandated gifted services. Implications include shared planning and observation protocols, co-teaching role clarity, and a research agenda leveraging the framework’s specified components.

 

Interpreting Asian Success in AP Exams: Summarizing Ideal Instruction for Effective Learning

This study investigates factors contributing to high academic achievement among Asian students on Advanced Placement (AP) exams, focusing on comparisons between international Asian and Asian American populations within the U.S. education system. Building on pilot research at the University of Washington that found international Asian students outperforming Asian American peers on standardized tests such as the SAT, the project examines the roles of motivation and instructional design. Data will be collected through cross-institutional surveys and analyzed using Necessary Condition Analysis (NCA) to identify behavioral factors essential for top-level performance. By integrating literature on gifted education, multiple intelligences, and sociocultural learning theories, this study aims to provide actionable insights for educators and policymakers seeking to design instruction that supports excellence in diverse student populations.

 

High School Science Olympiad Participation, Giftedness Identification, and the Declaration of a College STEM Major: Findings and Implications for STEM Talent Development

The decision to pursue a STEM major is often influenced by prior exposure to STEM learning experiences. Science Olympiad is a national science, technology, engineering, and mathematics (STEM) competition open to middle and high school students across the United States. This correlational study examined the relationship between participation in Science Olympiad and the decision to pursue a STEM-related major in college. Former Science Olympiad participants were surveyed about their secondary school involvement, current college majors, and perceptions of the program’s influence on their academic choices. Findings revealed insights related to participation at advanced levels of competition, involvement in gifted programs, enrollment in advanced coursework, and other experiences relevant to advanced learners. Results support the role of Science Olympiad in fostering STEM career interests among middle and high school students. The study concludes with recommendations for classroom teachers and Science Olympiad organizers aimed at strengthening the program’s impact on STEM talent development.

 

Belonging and Beyond: Honors Students’ Social and Emotional Perceptions of Postsecondary Education

Focusing on selected social and emotional elements of the postsecondary experience, this paper shares findings from the National Survey of Student Engagement, comparing nearly 15,000 honors and general education students from 97 universities. Using regression models to control for demographic and institutional characteristics, we examined potential differences in sense of belonging, quality of interactions, and perceived supportive environment. Results indicate that honors students report a stronger sense of belonging and perceive a more supportive environment. These findings provide additional evidence for the benefits of honors program participation.

 

Bridging Research, Policy, and Practice: Collaborative Approaches to Reducing Underidentification in Gifted Education

Brazil’s gifted learners remain underidentified and inequitably served despite legal recognition within special education. National procedures for identification and service delivery are still pending, and census data—showing only 0.056% of students identified—reveal a substantial gap that disproportionately affects students from low-income and underrepresented communities. Research alone cannot close this gap unless evidence is translated into policy and classroom practice in collaboration with those responsible for implementation: state education secretariats and teachers. To address this challenge, Brazil’s Ministry of Education (MEC), state departments, and the University of Brasília co-designed a 180-hour online professional development program delivered in three editions to more than 1,000 public school teachers. The curriculum integrated identification and legislation, socioemotional development, differentiated instruction, and STEM, using a blend of live and recorded sessions, discussion forums, mentoring, and a capstone classroom product. Preliminary outcomes indicate increased teacher confidence, broader use of multi-measure identification, improved classroom accommodations, and referrals of previously overlooked students to specialized services. This cross-sector partnership demonstrates that sustained, evidence-based teacher training—aligned with public policy and grounded in classroom realities—can reduce underidentification and advance equity for Brazil’s diverse gifted population.

 

Three Waves of Creative Research and the Rise of Creative Giftedness

During the first half of the twentieth century, creativity research expanded from unitary, Old World conceptions to a global awakening that emphasized individual creativity by mid-century and increasing interconnectedness into the new millennium. This study examines the emergence of creative giftedness across three waves of creativity research, marked by pivotal events such as the Sputnik launch, Guilford’s APA presidential address, the publication of the Marland Report, and the rise of twenty-first-century skills. The study integrates contemporary creativity theories, including the Four-C Model of Creativity (Kaufman & Beghetto, 2009) and Gl&abreve;veanu’s We-paradigm, with curriculum models in gifted education to explore how conceptions of creativity have shaped understandings of giftedness over time.

 

Analyzing Classroom Discourse for Higher-Level Thinking and Discussion

Classroom discussion offers a critical opportunity to engage all learners, including advanced learners, in higher-level thinking. However, prior research suggests that classroom discourse often remains limited to an Initiation–Response–Evaluation (IRE) pattern associated with low-level questioning (O’Connor & Michaels, 2019). Limited access to higher-level discussion may be further exacerbated for students from historically underserved populations (Reinholz & Shah, 2018). This study examines 120 transcribed classroom discussions from 20 upper-elementary teachers to better understand the nature of classroom discourse. We analyzed the length of exchanges following an initial teacher question—measured by time and number of student turns—as an indicator of discussion extending beyond the IRE pattern. In addition, natural language processing tools were used to analyze patterns of turn-taking, wait time, participation, academic vocabulary, and question open-endedness. By characterizing everyday classroom discussions, this study aims to inform professional learning initiatives that promote meaningful engagement and intellectual challenge for advanced learners.

 

Identifying the Artistically Gifted: Educator Beliefs and Implications for Practice

Issues surrounding the identification of artistically gifted students have challenged educators and policymakers for decades. Determining who qualifies as “artistically gifted” profoundly influences a program’s size, curriculum, instructional methods, and administration. Yet, little is known about educators’ beliefs regarding which identification methods best capture artistic talent. This national study surveyed 1,500 public school educators to examine their views on appropriate identification tools. Findings indicate that educators generally endorsed standardized tests, auditions/tryouts, portfolios of student work, and teacher nominations as valid identification methods, but were less supportive of parent or peer nominations. Significant differences emerged between administrators and arts specialists, particularly regarding the perceived validity of teacher nominations and portfolio content. These findings illuminate persistent tensions between administrative practicality and artistic authenticity in identification. This session will discuss results, implications for school leaders and arts educators, and strategies for developing equitable, multidimensional identification systems. Participants will gain insight into aligning policy, practice, and professional judgment to better recognize and nurture artistically gifted students.

 

A Fractal Model of Giftedness: Toward a Nonlinear and Multilayered Understanding of Talent Development

This study introduces a novel model of giftedness and examines its conceptual validity through four foundational principles: (1) self-similarity, (2) nonlinearity, (3) generativity, and (4) ambiguous boundaries. Observing the whole individual through specific behaviors, interests, and patterns of thought reflects self-similarity, much like how each fragment of a fractal mirrors the structure of the whole. Talent development is inherently unpredictable and discontinuous, following complex rather than linear trajectories, making a nonlinear framework more appropriate. Giftedness also evolves dynamically through continuous interaction with environmental and experiential factors, demonstrating generativity and adaptive transformation. The fluid distinction between parts and wholes—and the cross-domain emergence of giftedness—aligns with the ambiguous boundaries characteristic of fractals. This model conceptualizes talent development as a process of self-organization in which small manifestations of curiosity or behavior reflect broader potential. The fractal model provides a foundation for designing multilayered educational environments—across classrooms, schools, homes, and communities—that co-evolve to support dynamic talent growth.

 

A High School Student’s Perspective: Analyzing Gifted Identification Practices in North Carolina and Beyond

Gifted education conversations typically involve educators, parents, counselors, administrators, and policymakers. Students—the primary stakeholders—are rarely included. As a result, key decisions about gifted identification and services are often made without student input. Gifted identification commonly begins as early as second grade, traditionally relying on standardized testing. In contrast, North Carolina employs a wide range of identification practices, including portfolio-based applications, classroom work samples, and formal appeals. The state is frequently recognized for equitable and comprehensive gifted education practices. However, little is known about how students themselves perceive these processes. This poster presentation examines the implementation and perceived effectiveness of gifted identification practices across North Carolina’s 115 districts, with a focus on student perspectives. The study includes a review of district-level implementation, anonymous surveys of middle and high school students, and interviews and case studies in elementary classrooms to capture younger students’ views. While adults often evaluate identification effectiveness, this study emphasizes that its true impact is best understood through student voices.

 

Exploring Psychological Strengths and Academic Outcomes in Twice-Exceptional (2e) Students in K–12 Schools: A Scoping Review

Twice-exceptional (2e) students—those who are both gifted and have a disability—often face unique challenges that can obscure their strengths. This scoping review examined how psychological strengths such as resilience, motivation, and self-advocacy relate to academic outcomes among 2e students in K–12 settings. Guided by the PRISMA-ScR framework and Gagné’s Differentiated Model of Giftedness and Talent (DMGT), 16 peer-reviewed studies published between 2010 and 2024 were analyzed using content and thematic analysis. Four themes emerged: (1) psychological well-being and emotional experiences; (2) strength-based learning and academic success; (3) resilience and adaptive strategies; and (4) barriers to academic success. Findings suggest that 2e students who develop strong coping skills and learn in supportive environments demonstrate greater engagement and achievement. However, persistent barriers—including misidentification, stigma, and inequitable access to services—continue to limit opportunities. These findings underscore the importance of strength-based, neurodiversity-affirming approaches to supporting 2e learners.

 

How Can We Adopt Artificial Intelligence Into Creativity Assessment? A Systematic Review

Artificial intelligence has evolved rapidly over the past five years—from early chatbots struggling with basic language tasks to models capable of solving International Math Olympiad–level problems. Creativity researchers have increasingly integrated large language models, machine learning, and deep learning techniques into verbal creativity assessment. AI systems trained by expert human raters have achieved high reliability and accuracy, significantly reducing grading time. Tools such as ChatGPT and the Open Creativity Scoring program (Organisciak et al., 2023) have emerged as leading examples. Despite these advances, little research has examined broader trends and future directions in AI-based creativity assessment. This study provides a systematic overview of the evolution of automated creativity assessment methods, focusing on current approaches, research trends, and future possibilities. Findings address how AI is used, which dimensions of creativity it measures, and how its performance compares with human evaluation, while also examining the theoretical frameworks underlying these scoring systems.

 

Full Pursuit: Advancing Equity Through Outreach and Experiential Learning at the Illinois Mathematics and Science Academy (IMSA)

Our pathway experiences foster environments that recognize brilliance and capacity in historically overlooked populations and reduce opportunity gaps. This poster highlights equity-centered practices implemented at the Illinois Mathematics and Science Academy (IMSA) to support diverse learners and fulfill the institution’s second legislative charge related to STEM outreach and exposure. The presentation showcases initiatives from IMSA’s Outreach pre-enrollment programs and experiential learning opportunities designed for both IMSA students and IMSA Scholars (students not enrolled at IMSA). Using institutional data, we demonstrate how these strategies promote equitable outcomes and expand access to STEM education. The PROMISE Program addresses the needs of culturally, linguistically, and economically diverse students by providing low- or no-cost enrichment opportunities. The Summer Research and Experiential Learning Opportunities (SRELO) program offers research and internship experiences to IMSA students and scholars in grades 10–12. Together, these efforts reflect IMSA’s commitment to excellence and equity while honoring the aspirational capital of Illinois’s talent.

 

A QuantCrit-Informed Systematic Review of Social–Emotional Outcomes for Twice-Exceptional Students With ADHD (2e-ADHD)

This QuantCrit analysis examines how quantitative comparison studies of twice-exceptional students with ADHD (2eADHD) operationalize, measure, and interpret social-emotional constructs. Drawing from a systematic review of studies comparing 2eADHD students with gifted and other populations, we apply Quantitative Critical Theory to analyze measurement decisions, diagnostic practices, and interpretive frameworks. Results indicate that most studies rely heavily on clinical, deficit-oriented frameworks, positioning DSM criteria as unquestioned standards and neurotypical development as normative. Few studies adopt strengths-based language, engage neurodivergent communities in design, or use culturally responsive methodologies. Intersectional analyses by race, socioeconomic status, or gender are largely absent. With the exception of strength-based frameworks in gifted and special education, ADHD and giftedness are predominantly framed through pathology, often using clinical cutoff scores without contextual justification. By revealing how epistemic assumptions and statistical conventions reinforce structural inequities, this analysis offers actionable recommendations for equity-centered research design. We advocate for measurement practices that honor neurodivergent perspectives, transparent reporting of diagnostic decisions, and intersectional approaches that challenge exclusionary norms in gifted education research.

 

Institutional Initiatives for Exceptional Talent Development in Paraguay

This pioneering study maps and analyzes institutional initiatives for exceptional talent development in Paraguay across public and private sectors. Using a qualitative approach and a chronological heuristic method, 51 national initiatives were identified and examined for effectiveness, sustainability, and organizational structure. The analyzed initiatives—representing 86.4% of those identified—were primarily concentrated in academic training programs and competitions. Findings reveal a dynamic ecosystem supported by educational institutions, NGOs, and international cooperation. However, substantial inequities in sustainability were evident. While some programs benefit from stable funding and strong partnerships, many rely on volunteer labor and family contributions, limiting reach and continuity. The most robust initiatives integrated multiple funding sources but required enhanced management capacity. Persistent gaps in public policy and overreliance on individual leaders further constrained the ecosystem. A statistical social network analysis is currently underway to provide additional insight into collaboration patterns.

 

Determination of Parents’ Opinions on Educational Practices Applied to Gifted Students in the United States of America (Not Confirmed)

Gifted children have long been viewed as an important societal resource, and special emphasis has been placed on their education. Research indicates that, as in general education, interactions among schools, students, and families play a critical role in gifted students’ educational experiences. However, relatively few studies have examined parents’ perspectives on gifted education. This study investigated whether parents in the United States perceive educational processes for gifted students as adequate and effective. Using quantitative methods, data were collected from 135 parents in a Midwestern state. Findings indicated that most parents were satisfied with the education their children received, reporting that programs met student needs, teachers supported children’s interests, and schools provided adequate information and support. However, results also showed that perceptions varied by type of school program, suggesting that program structure is a determining factor in parent satisfaction.

 

Addressing Underachievement in Gifted and Talented Learners Through Educator Training: A Qualitative Explanatory Case Study (Not Confirmed)

Gifted and talented (GT) students possess exceptional potential but may experience underachievement when their needs go unrecognized and support is insufficient. In Western North Carolina, limited training on the nature and needs of GT learners may constrain educators’ ability to address gifted underachievement, leading to suboptimal outcomes. Although prior research highlights the importance of educator preparedness, few studies have examined how gifted educators perceive their readiness to support underachievement in GT students. This qualitative explanatory case study explored perceptions of GT educators in Western North Carolina regarding their preparedness to support gifted learners and address underachievement. Grounded in Vygotsky’s Zone of Proximal Development and Gagné’s Differentiated Model of Giftedness and Talent, the study aimed to clarify how educator training may influence outcomes. The study included GT educators from public school districts in Western North Carolina; purposive sampling yielded 15 participants who met inclusion criteria. Data were collected through semi-structured interviews and an open-ended questionnaire and analyzed thematically. The study seeks to deepen understanding of educators’ experiences and inform how targeted training can better equip teachers to support GT learners.

 

Grouping for Talent Spotting

Wiens et al. (2022) found that same-ability grouping was more effective than mixed-ability grouping for achievement outcomes. However, what if the purpose of grouping is not achievement? Instructional Grouping Theory (Wiens, Zizzi, & Heatwole, 2022) posits that the effectiveness of any grouping strategy depends on its intended purpose. In Project EAGLE, teachers observed students working in small groups on mathematical problem-solving tasks to identify gifted behaviors. This study examined which grouping strategies were most effective for identifying mathematical potential among students not yet formally identified as gifted. Fifteen participating teachers were interviewed about how and why they grouped students. These responses were compared with observed gifted behaviors and referral outcomes available at the time of interviews. Findings offer insight into which grouping strategies best support the identification of advanced mathematical potential in non-identified third- and fourth-grade learners. Data analysis is ongoing, and results will be shared at the Wallace Conference.