Identifying Underrepresented Gifted Students: A Developmental Process

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

“…Despite the observed weakness, the strength of this selection procedure based on the grading system being used includes: first, a focus on strengthening educational equity and national cohesion as students who get the opportunity to join the SPSSs come from across the country regardless of their socio-economic backgrounds. Observing equity in providing for high-ability students is important because underrepresentation of learners in gifted and talented education from some segments of society has been identified as one of the threatening issues elsewhere (Crawford et al, 2020; Ford, 2014; Lamb et al, 2019; Peters et al, 2019, 2021). Second, the inclusion of continuous assessment scores in the students’ final grades, especially at secondary school level (NECTA, 2014, 2016) is commendable.…”

Genius move: recognizing gifted potential through a project based learning unit of study

“…In each of these cases, students who would benefit from clearly defined and designed programs are either missed or miss out because of a lack of clarity or targeted instruction for their abilities. (Peters et al, 2021). This leads to disengagement and a lesser trajectory of development and achievement by these subgroups (Lakin & Wai, 2022).…”