Evidence-Based Gifted Education

Connecting Research and Practice

For Student-Centred Gifted Education

While there are many theoretical definitions of, and models for, understanding giftedness, the characteristics of gifted students have been researched more extensively. Both cognitive and social and emotional characteristics have significant impacts for education.

Dara teachers unite academic knowledge and research into gifted education and characteristics with the lived expertise of working with gifted learners every day.

Cognitive Characteristics

Many gifted students are abstract thinkers.

They make generalisations, test out ideas, question others and question authority. They may have low tolerance for rigid tasks.

Teaching Strategies

Plan flexible tasks to enable abstract thought
Welcome student questions
Explain rationales and reasons for requests
Host class discussions to model, inspire and celebrate generalisations
Explore inductive and deductive reasoning approaches
Challenge learners to engage in and justify abstract reasoning

A gifted child’s advanced ability to manipulate abstract symbol systems obviates against the mainstream, lockstep, incremental part-to-whole teaching-learning process (VanTassel-Baska, 1992). Effective teaching for abstraction should stress ideation, creative thinking, analysing ideas, and developing broad schemata of understanding, within contexts where the gifted learner can see themselves and make meaning (Feldhusen, 2006; Rowley, 2008).

Many gifted students can make advanced connections.

They can create and use conceptual frameworks and recognise unusual and varied relationships. They may appear off-topic or be in conflict with pre-determined procedures or systems. If peers do not understand their connections, they may experience frustration.

Teaching Strategies

Plan open-ended tasks that support flexible thinking
Host open discussions to encourage curiosity, connection and collaboration
Model connecting seemingly ‘disparate’ ideas and curriculum concepts, especially through meaningful, real-world problems
Explicitly teach how to clearly represent concept relationships, with justifications
Build flexible procedures or systems where possible
Pre-emptively explain the rationales behind rigid practices

A lack of depth and complexity in provided learning opportunities is a key precursor to gifted underachievement (Little, 2012). Developed by Kaplan, Gould and Madsen in the mid 90s, the Depth and Complexity Framework supports educators to help students think more deeply and more complexly about any topic.

Many gifted students read at an advanced level.

They read widely and can have advanced comprehension. They may choose to read rather than socialise or participate.

Teaching Strategies

Plan flexible tasks to enable abstract thoughtHelp students connect personal interests to their learning
Negotiate reading breaks on a case-by-case basis
Support a positive social culture around reading
Choose class books that extend, challenge and nurture the emotional connectedness of the learning community

Bibliotherapy
Carefully chosen stories connect our learners - “through universalisation we realise that we, as sensitive individuals, ‘are in this together” (Furner, 2017, p.4). Negotiation supports the balance between reading and participation.

Many gifted students have advanced vocabularies.

They enjoy adult-like discussions, can use their verbal ability to manipulate situations, and may be seen as a “show-off” by others.

Teaching Strategies

Teach advanced topic vocabulary and encourage its use in class discussions
Foster a culture where asking for clarification is safe
Use values-based standards to set clear expectations
Support ability to negotiate calmly and respectfully
Source/create resources that match student vocabulary

‘Resourcing that goes beyond’ is an evidence-based practice referring to the sourcing and provision of additional or specialised resources for the purpose of meeting gifted learning needs (Nicholas et al., 2024).

Many gifted students learn new content easily.

They can move beyond core content and skills quickly. They may have low tolerance for inactivity, dislike repetition and rush or refuse work that reviews mastered concepts.

Teaching Strategies

Plan for quicker explanations of content.
Plan deeper and/or wider learning.
Minimise repetition.
Review mastery through conceptually challenging tasks.
Assess prior knowledge for each topic and plan forward from the student’s entry point.
Ability group to provide ‘new’ learning opportunities.

We must provide gifted learners “the chance to feel they are making “progress” in their learning; all kinds of problems begin to occur when they must sit, year after year, repeating with they have previously mastered.”
                                                (Sternberg, cited by Rogers, 2007, p.386)

Many gifted students are original and creative.

They think of ‘out of the box’ ideas, see problems as a whole, and connect thoughts and feelings. They can be unaccepting of status quo, daydream, be absent minded, be disorganised or ask unrelated questions.

Teaching Strategies

Provide learning experiences with multiple entry and exit points, and multiple ways to be successful
Intentionally provide students with creative frameworks and learning opportunities
Model taking different perspectives and thinking flexibly
Scaffold organisation in a variety of contexts, including conceptual organisation
Support students to question and explain connections
Teach creative problem solving processes
Create a culture of learning that supports creative play

Inviting creativity fosters imaginative expression and innovative thinking (Nicholas, et al., 2024). Creative teachers, beyond possessing a high level of pedagogic literacy, are able to produce novel and useful learning experiences, see more flexible connections between techniques and resources to create better situated strategies for supporting learning, and think laterally to make connections between methods, resources and activities that may not always seem to be connected (Sale, 2015). In turn, creative teaching supports a culture of creativity within learning.

Many gifted students seek to delay closure.

They may reject avenues of study when specific products are required to reflect their learning.

Teaching Strategies

Use a variety of assessment methods
Draw clear distinctions between assessments of conceptual understanding and assessments of product-based skill application
When a product skill is being assessed, support student choice in the topic. E.g, if assessing essay writing, allow choice of essay topic.
When a specific topic understanding is being assessed, support flexible approaches to demonstration of knowledge. E.g, if assessing understanding of revolution, allow choice of how to show that knowledge
Support student recognition of progress, effort and achievement over time (teach for an emotionally healthy outlook on achievement, moving away from unhealthy perfectionism modalities)

“When [a gifted child’s] imagination outstrips even their precocious abilities, perfectionism often becomes a vehicle for self-punishment,” (Grobman, 2006, p. 202). Teachers should support gifted learners to “produce ‘real-life products for appropriate audiences,’ going beyond the typical research paper or report to alternatives that develop individual students’ talents and curiosities” (Renzulli, as cited in Winebrenner, 2001).

Many gifted students have unusually diverse interests.

Their interests can set them apart from others. They can struggle to finish projects as new interests sidetrack their attention, or may take on too many tasks simultaneously.

Teaching Strategies

Support students to access peers with similar interests, regardless of age barriers (T-Time, interclass collaboration)
Connect student interests to learning tasks
Help students manage their time and organise their learning goals and resources
Teach conceptual and skills-based learning, rather than content-driven objectives
Facilitate open-ended discussions that welcome diverse connections

In class conversations, “opening the floor for student initiations allows students to self-select and take the discussion in directions that they find interesting” (Netz, 2014 p.157). Ability grouping through acceleration is also known to have a significant positive effect in helping gifted learners find like-minded peers and develop meaningful friendships (Wardman, 2017).

Many gifted students are flexible thinkers.

They see multiple ways to work something out, and may seek to manipulate a person or situation, or use a ‘loophole’.

Teaching Strategies

Design open-ended questions and learning pathways.
Explicitly teach values-based reasoning to support ethical thinking skills.
Use clear, precise, autonomy-supportive language.
Welcome thinking that seeks to find and test boundaries.
Encourage the pursuit of multiple ways to solve a problem.

Open-Ended Tasks
Open-ended tasks have multiple possible solutions and paths to completion, stimulating divergent thinking (Possibilities for Learning). For more information, visit https://possibilitiesforlearning.com/curriculum-differentiation/process-differentiation-options/open-endedness/

Many gifted students retain an unusual amount of information.

They can recall facts in detail, and may become bored and impatient when waiting for others to master content. They may correct others or monopolise discussions.

Teaching Strategies

Design open-ended learning to allow for individually varied responses

Minimise repetitive recall activities

Support socially and emotionally with fair discussion practices

Enable individual pacing of learning

Avoid “busy” work and closed worksheets

“Teachers must look out regularly for signs of unchallenging content; high-achieving students often struggle to face, day after day, the consistently slow and repetitious pace in standard classrooms.” 
 (Gagne, 2018, p.175)

Many gifted students have a long attention span.

They can concentrate on an interest for a long period of time, and may be easily distracted unless the task connects to one such interest. Interruptions can be frustrating.

Teaching Strategies

Establish a timetable that supports sustained learning (double classes, rather than single, where possible)
Give students the heads up about upcoming transitions
Support students to plan ahead to when they can return to a particular activity
Plan for flexibility in the school day to allow for sustained focus from the class or individual
Teach students how to negotiate changes to their learning to incorporate their interests
Support students to take movement breaks, especially if their attention has been directed to a screen

Individual pacing has been identified as one of the most significant positives of the gifted child’s schooling experience, with inflexible pacing and a lack of curricular freedom as an opposing significant negative (Noreen, et al., 2005). Many talent development models cite vision and perseverance as sustaining factors; time is an acknowledged foundation stone for enabling learners to apply these traits (Gagne, 2009; Yun Dai, 2017).

Many gifted students prefer immersion learning.

They want to know everything about a chosen topic, and may become an expert by researching widely. They may focus on their topic at the expense of classwork.

Teaching Strategies

Plan for flexibility in the school day to allow for sustained focus from the class or individual
Teach students how to negotiate changes to their learning to incorporate their interests
Explicitly teach independent learning skills to support students to pursue topics of individual interest
Timetable Independent/Flexible Learning times for each group of learners and provide developmentally appropriate scaffolding
Seek opportunities to connect a variety of curriculum standards with individual topics of interest, and assess accordingly

While not all interests may make sense to the external viewer, and some have been known to cause distress to parents, longitudinal studies show that the interests of childhood, when supported, can become the foundations of adult career paths. Grobman (2006) cites a case of obsessive preoccupation with the speed of clouds which foretold scientific curiosity.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Many gifted students have advanced vocabularies.

They want to know everything about a chosen topic, and may become an expert by researching widely. They may focus on their topic at the expense of classwork.

Teaching Strategies

Teach advanced topic vocabulary and encourage its use in class discussions
Foster a culture where asking for clarification is safe
Use values-based standards to set clear expectations
Support ability to negotiate calmly and respectfully
Source/create resources that match student vocabulary

‘Resourcing that goes beyond’ is an evidence-based practice referring to the sourcing and provision of additional or specialised resources for the purpose of meeting gifted learning needs (Nicholas et al., 2024).

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

No significant academic learning can occur
without a foundation of
social and emotional wellbeing.
Maslow, 1970

Social and Emotional Characteristics

Many gifted students have an advanced capacity for play.

They can show an advanced capacity for complex, imaginative, investigative and/or structured play relative to age-based peers.

Teaching Strategies

Use play as a context for learning – connect achievement standards to play-based activities for deeper learning
Provide regular time for student-led play across age and ability levels, such as T-Time
Create investigations and problem-solving challenges that connect play to learning in different contexts
Support students to articulate the goals and rules of their games with each other, for more successful play
Maintain flexibility across a variety of learning contexts, so that students can be creative and play within their creativity
Teach risk-taking skills so that students can play with new ideas
Scaffold collaborative learning

Play is a significant activity for learning, socialising and emotional wellbeing, not just for young gifted learners, but for older gifted children as well (Beisser et al., 2013). Researchers of gifted education and play advise that “crowding creative play out of the school day denies children an essential form of learning,” (Beisser et al., 2013, p. 33). Play offers renewal and stress relief, and is a conduit for risk-taking, rapid-fire thinking, communciation and wit and humour (Beisser et al, 2013).

Many gifted students are highly curious.

They ask many questions, remember details and can be easily diverted from their tasks.

Teaching Strategies

Use student curiosity as an entry-point for learning
Provide ‘curiosities’ that stimulate interest and prompt questioning
Plan open-ended learning activities that encourage detail
Explicitly teach questioning skills
Teach students how to negotiate changes to learning tasks and routines

When reflecting on their schooling experiences, adult gifted learners highlighted the necessity for teachers who encourage intellectual enthusiasm, facilitate flexibility and individual attention and get students interested and excited in learning (Noreen, et al., 2025).

Many gifted students experience emotional intensity.

They may demonstrate advanced empathy, feel different to peers and experience their emotions at a deeper, more intense level.

Teaching Strategies

Support students to develop a range of healthy strategies for understanding, communicating and managing their emotions
Support students to understand their impacts on others, who may also be emotionally sensitive
Position teachers as bigger, stronger, wiser and kind to guide students through emotionally challenging moments
Provide stories with similar characters (see Bibliotherapy)
Situate social and emotional wellbeing as a critical requirement to enabling any significant academic learning
Model tolerance to multiple viewpoints and opinions
Create classroom routines, such as one-on-ones, that enable students to feel safe to share their emotions

Harper and Piechowski, as cited in Smith (2017) suggest that this emotional intensity is nurtured by a strong affective memory and deep thought processes, resulting in behaviours such as “showing extreme emotions, having complex interrelationships, asking provocative questions, restlessness or feeling heightened fear or anxiety” (p.155). When educators model leadership, tolerance and problem solving, this can help students learn how to manage such responses (VanTassel-Baska and Stambaugh, as cited in Smith, 2017).

Many gifted students have high energy levels.

They can appear hyperactive and become easily bored, and may be uncooperative or contrary.

Teaching Strategies

Provide frequent movement breaks
Enable a flexible environment to support movement
Work with students to personalise learning to their interests and negotiate accommodations or adjustments
Support individual access to and engagement with interesting learning opportunities
Chunk activities where needed

A wealth of research supports the conclusion that frequent movement breaks improve concentration, behaviour, academic achievement and learning speed (Brightup, 2010). This is particularly effective for our gifted boys, where research has found that highly gifted boys demonstrate behaviours akin to those with learning difficulties (Shaywitz, et al., 2001).

Many gifted students have high standards for self and others.

They can have elevated, often idealistic, expectations, which can result in negative perfectionism and difficulty maintaining positive relationships.

Teaching Strategies

Focus on progress and effort, not grades
Minimise competitive comparisons with other learners
Reframe learning to an individual journey for each child, as opposed to a standardised progression for everyone
Explicitly teach positive understandings of effort, achievement and self-concept
Support the development of reasonable expectations of self and others, including in social contexts
Explicitly teach self-assessment, goal setting and reflection

Many gifted learners, including students at Dara, have reported perceived expectations of perfection as an unavoidable characteristic of being known to be gifted (Grugan, et al., 2025). If a task is not ‘quick and easy’, then this experience can threaten their sense of identity. Thus, educators must help students move away from such understandings of effort and achievement. Salmela-Aro et al., as cited in Grugan et al., (2025), highlight the impacts of school-related stress for the perfectionist learner: exhaustion, personal inadequacy and cynicism towards learning.

Many gifted students use humour cleverly.

They enjoy ‘adult’ humour, get the teachers’ jokes and may use humour at the expense of others.

Teaching Strategies

Teach explicitly about the importance of timing when using humour, and the impacts of different kinds of humour on oneself and others
Establish and maintain values-based standards for humour
Model compassionate humour
Celebrate and draw attention to opportunities for humour in learning

 Positive humour within a classroom, aka humour that does not belittle, exclude or otherwise diminish someone, contributes to a happy and secure environment for a gifted child (Holt, as cited in Lamont, 2012).

Many gifted students are highly independent.

They can self-direct their learning. They may be uncooperative in a group, or choose to participate less in discussions or group work.

Teaching Strategies

Enable self-directed learning pathways, with time allocated through lessons such as Independent Learning
Support students to connect their interests to the curriculum and plan their assessments
Help students manage their time and organise their learning goals and resources
Teach conceptual and skills-based learning, rather than content-driven objectives, including self-management
Support students to assign roles and expectations when working collaboratively

“Opportunities should be provided on a regular basis for gifted learners to be unique and to work independently in their areas of passion and talent,” with appropriate scaffolding and support to enable each child to develop the skills necessary for effective progression (Rogers, 2007, p.385).

Many gifted students show a high level of responsibility.

They set goals, can accept their own limitations and can be tolerant of peers in a group. They can be self-critical and may struggle if peers set lower expectations in group settings.

Teaching Strategies

Support students to take charge of their own learning
Explicitly teach goal setting, reflection and responsible decision making
Establish group norms for class behaviour
Model compassionate advocacy for individual needs
Scaffold the progression of self-directed learning skills
Support positive self concept and a growth mindset approach to self-evaluation
Support learners to access opportunities for leadership that are relevant and meaningful for them as individuals

A high level of responsibility can present challenges for gifted learners, requiring affective support. These children may have difficulty saying no, overcommit or over-extend themselves because they see the need and think they are the only ones who can fill it, and lack the ability to take care of themselves rather than others (Silverman & Golon, 2008).

Many gifted students are highly sensitive to others.

They can care deeply about the expectations of adults and peers, and may be highly vulnerable to criticism.

Teaching Strategies

Lead a culture of strength-based conversations about social, emotional and academic learning
Maintain high expectations of both teachers and students around respectful, compassionate communication
Explicitly teach how to seek and provide constructive rather than destructive criticism
Create space where individuality is welcomed, and any social requirement of ‘fitting in’ is minimised
Explicitly teach students about the role of feedback in learning
Explicitly teach students about the balance of power in friendships and how to be a respectful, compassionate friend
Provide regular opportunities for gifted children to mingle with other like-minded peers, regardless of age

As gifted students grow, their views of friendship progress through distinct stages, from seeking a play partner through to wanting a deep, lasting, sheltering friend (Gross, as cited in Herbert, 2020). Sensitivity to judgement from others, and to perceived isolation, can render the process of making significant friendships particularly difficult for many gifted learners (Herbert, 2020). Access to like-minded peers, regardless of age, is critical to this process (Herbert, 2020; Robinson, 2008; Rogers, 2007).

Many gifted students have a strong sense of social justice.

They empathise with those less fortunate, want to ‘save the world’ and stand up for the underdog. They also argue the rules and become frustrated when others act ‘unfairly.’

Teaching Strategies

Explain rationales for decisions
Work with students to develop class rules and norms
Pre-set expectations for game play
Explicitly teach and provide opportunities for learning how to win and lose graciously
Support conflict resolution through values-based discussion
Support class understanding of impacting others
Manage behaviour through restorative justice

Supporting a gifted child’s empathetic and moral awareness, by teaching moral reasoning processes for responsible decision making, is crucial to the development of their emotional maturity (Smith, 2017; Sternberg 2012). For an overview of Restorative Justice, visit: https://www.monash.edu/education/teachspace/articles/how-to-use-restorative-justice-in-your-classroom-and-school

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Many gifted students have a strong sense of social justice.

They empathise with those less fortunate, want to ‘save the world’ and stand up for the underdog. They also argue the rules and become frustrated when others act ‘unfairly.’

Teaching Strategies

Explain rationales for decisions
Work with students to develop class rules and norms
Pre-set expectations for game play
Explicitly teach and provide opportunities for learning how to win and lose graciously
Support conflict resolution through values-based discussion
Support class understanding of impacting others
Manage behaviour through restorative justice

Supporting a gifted child’s empathetic and moral awareness, by teaching moral reasoning processes for responsible decision making, is crucial to the development of their emotional maturity (Smith, 2017; Sternberg 2012). For an overview of Restorative Justice, visit: https://www.monash.edu/education/teachspace/articles/how-to-use-restorative-justice-in-your-classroom-and-school

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Expecting students to sit and learn before they understand themselves socially and emotionally is like trying to fill a bucket with a hole in it with water.
Author unknown

References

Characteristics of Gifted Learners compiled from…

Callahan, C. M. (2017). The characteristics of gifted and talented students. In C. M. Callahan, & H. L. Hertberg-Davis (Eds.) Fundamentals of Gifted Education : Considering Multiple Perspectives (pp.153-166). Taylor & Francis Group, 2017.
Gross, M. U. M. (2004). Module 1: Early Childhood. Gifted and Talented Education Professional Development Package for Teachers (pp.1-40). University of New South Wales.
Gross, M. U. M. (2004). Module 1: Primary. Gifted and Talented Education Professional Development Package for Teachers (pp.1-44). University of New South Wales.
Gross, M. U. M. (2004). Module 1: Secondary. Gifted and Talented Education Professional Development Package for Teachers (pp.1-46). University of New South Wales.
Gross, M. U. M. (2004). Module 1: Extension. Gifted and Talented Education Professional Development Package for Teachers (pp.1-157). University of New South Wales.
VanTassel-Baska, J. (1998). Characteristics and needs of talented learners. In J VanTassel-Baska (Ed). Excellence in Educating Gifted and Talented Learners. Denver Love Publishing.

Gifted Pedagogy

Beisser, S. R., Gillespie, C. W., & Thacker, V. M. (2013). An investigation of play: from the voices of fifth- and sixth- grade talented and gifted students. Gifted Child Quarterly, 57(1), 25-38
Brightup, L. J. (2010). The effects of taking structured movement breaks on the algebra achievement of gifted fifth graders. [Master’s thesis, Wichita State University]. https://soar.wichita.edu/bitstreams/d8966d51-6a24-4c2c-b237-82ad354864bc/download
Feldhusen, J. F. (2006). Developing units of instruction. In J. VanTassel-Baska, (Ed). Comprehensive curriculum for gifted learners. Allyn and Bacon. 91-128
Furner, J.M. (2017). Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World. Pedagogical Research, 2(1), 01. doi: 10.20897/pedre.201701
Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 163–183). American Psychological Association.https://doi.org/10.1037/0000038-011
Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane, & T. Stambaugh,
(Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska. Waco, TX: Prufrock Press.
Grobman, J. (2006). Underachievement in Exceptionally Gifted Adolescents and Young Adults: A Psychiatrist’s View. The Journal of Secondary Gifted Education, 17(4) 199-210
Grugan, M. C., Olsson, L., F., Hill, A. P., & Madigan, D., J. (2025). Perfectionism, school burnout, and school engagement in gifted students: the role of stress. Gifted Child Quarterly, 69(3). 255-268
Hebert, T. P. (2020). Understanding the social and emotional lives of gifted students (2nd ed.). Prufrock Press.
Lamont, R. T. (2012). The fears and anxieties of gifted learners – tips for parents and educators. Gifted Child Today, 35(4), 271-276
Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), pp.695-705
Maslow, A. (1970). Motivation and Personality. (Second Edition). New York: Harper and Row.
Netz, H. (2014). Gifted conversations: discursive patterns in gifted classes. Gifted Child Quarterly, 58(2), 149-163
National Association for Gifted Children. (n.d.). Standard 2: Assessments. https://nagc.org/page/standard2-assessments
Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation. Gifted Child Quarterly, 68(2), 154-172
Noreen, G. D., Lubinski, D., & Benbow, C. P. (2025). In their own voice: educational perspectives from intellectually precocious youth as adults. Gifted Child Quarterly OnlineFirst. https://doi.org/10.1177/00169862251339670
Possibilities for Learning. (n.d.). Open-Endedness. https://possibilitiesforlearning.com/curriculum-differentiation/process-differentiation-options/open-endedness/
Robinson, N. M. (2008). The social world of gifted children and youth. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 33–51)
Rogers, K.B. (2007). Lessons Learned about Educating the Gifted and Talented: a Synthesis of the Research on Educational Practice. Gifted Child Quarterly, 51(4), 382-396
Rowley, J. (2008). Teaching strategies to facilitate learning for gifted and talented students. Australasian Journal of Gifted Education, 17(2), 36-42
Sale, D. (2015). Creative teaching: an evidence-based approach. Springer.
Shaywitz, S. E., Holahan, J. M., Freudenheim, D. A., Fletcher, J. M., Makuch, R. W., & Shaywitz, B. A. (2001). Heterogeneity within the gifted: Higher IQ boys exhibit behaviours resembling boys with learning disabilities. Heterogeneity Within the Gifted, 45(1), 16-23.
Silverman, L., K., & Golon, A., S. (2008). Clinical practice with gifted families. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children: Psychoeducational Theory, Research and Best Practices (pp. 199-222).
Smith, S. (2017). Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students. In E. Frydenberg, A.J. Martin, & R.J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 147-166). Springer.
Sternberg, R. J. (2012). Teaching for Ethical Reasoning, International Journal of Educational Psychology, 1(1), 35-50.
The Centre for Depth and Complexity. (2025). About Depth and Complexity. https://depthcomplexity.com/about-depth-complexity/
VanTassel-Baska, J. (1992). Correspondence between gifted learner characteristics and curricula. In J. VanTassel-Baska, (Ed). Planning effective curriculum for gifted learners. Love Publishing Company. 49-62
Wardman, J. (2017). Full-year acceleration of gifted high school students: a 360 degree view. In N. Ballam, & R. Moltzen (Eds). Giftedness and Talent – Australasian Perspectives. Springer.
Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. Free Spirit Publishing. 227-252
Yun Dai, D. (2017). Envisioning a new foundation for gifted education: Evolving complexity theory (ECT) of talent development. Gifted Child Quarterly, 61(3), 172-182

Written by A Pegler, 2025.