It was the purpose of this study to survey (1) the procedures now used in the selection of gifted pupils in selected junior high schools of northern California; (2) the selection of teachers for these pupils; (3) the curricular features of their instruction; and (4) the factors determining these procedures.

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

Today, more than ever before, there is present an increasing emphasis on the part of educators to help the academically talented student develop his scholastic ability to its maximum level. Past experience has shown that there is a large number of talented students who are not achieving scholastically in terms of their apparent intellectual potentials. Research on the differences between achieving and underachieving talented students, has left unanswered many important questions concerned with this area of educational psychology.

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The purpose of this qualitative study was to gather data from a variety of sources including teachers, special education directors, and the state director of gifted education to determine what gifted programs and or strategies are currently being offered in the selected schools and to explore emerging strategies in the education of intellectually gifted students in the Bristol Tennessee School System, Johnson City School System, Kingsport City School System, Sullivan County School System, and Washington County School System. The interviews were tape recorded and transcribed verbatim. The findings were presented relative to the research questions. While the education provided to intellectually gifted students in Upper East Tennessee is varied, the options for educational programming and instructional strategies are modeled after the suggested programming options and instructional strategies mentioned in the research literature by prominent experts in the field of gifted education. The use of these options and strategies varied from system to system and sometimes from school to school. Although the education for the intellectually gifted student in Tennessee is mandated under the umbrella of special education, programs are often based on financial support from the various systems. Recommendations include continuing an emphasis on differentiating the curriculum to provide academic challenges beyond the regular classroom, providing opportunities for increased instructional time, and garnering the support of educational administrators.

Much research has focused on students with Asperger’s Syndrome (AS), and much research has also been done on gifted students with special needs, yet very little has been published that looks at the characteristics of students who have been identified as both Gifted and as having Asperger Syndrome (G/AS), and what teachers are doing in the classroom to meet their needs. This is an important topic because this group of twice exceptional students has characteristics of both exceptionalities, and trying to meet the special needs of both groups in the same classroom would likely be a challenge for the teacher. Without understanding what these students are like, and how classroom teachers are trying to meet the needs of this special population, little can be recommended that will help the students succeed. This study examined the academic, social, and behavioral characteristics of three students with G/AS through observations and interviews of students, as well as interviews of their teachers and parents, and records reviews. Using an individual case study approach, information was gathered that was designed to understand the behaviors of specific students with G/AS and what their teachers were doing to meet their needs. By examining characteristics of students with G/AS and their teachers’ practices, information pertinent to an improved understanding of the varying profiles of students with G/AS can be described that may improve decision making and planning when attempting to meet the needs of this population of students.

Limited research exists regarding the experiences and perspectives of parents of highly and profoundly gifted children. The purpose of this qualitative study was to investigate the experiences and perspectives of parents of highly and profoundly gifted children in developmental and cultural contexts. Semi-structured interviews were followed by thematic analysis regarding parental efficacy and parents' perceived support in parenting and educational communities to provide rich insights and to illuminate the voices of parents. In seeking academic and/or social emotional support, parents join groups designed to connect parents with experts in the field of gifted education and parent advocates of gifted children. A purposive sample was selected from parents who are members of networks and organizations serving profoundly gifted students. A self-report survey was distributed to parents enrolled in networks and/or organizations serving gifted students and parents of gifted students (e.g., SENG, Davidson Institute). Participant interviews were transcribed and qualitatively analyzed using thematic analysis. A qualitative descriptive analysis identified areas in which parents of highly and profoundly gifted children express the need for support within developmental and cultural contexts. Implications from the study aim to bring attention to the lived experiences of these parents to inform educators, counselors, and communities of parents' need for a sense of support and belonging in parenting trajectories.