Gifted Education International
Other Titles in:
Special & Inclusive Education
Special & Inclusive Education
eISSN:
20479077 | ISSN:
02614294 | Current volume: 40 | Current issue: 3
Frequency: 3 Times/Year
Founded in 1981, Gifted Education International is a premier interdisciplinary journal dedicated to advancing the field of gifted education through rigorous research and innovative practices. It covers various topics related to identifying, educating, and developing gifted and talented individuals, aiming to bridge theory and practice while addressing the unique needs of learners with high potential across various cultural contexts. By publishing original research articles, reviews, and theoretical discussions, the journal fosters critical dialogue on educational methodologies, psychological perspectives, and policy implications. Through this comprehensive approach, Gifted Education International serves as a vital platform for educators, researchers, and policymakers, enhancing understanding and effectiveness in gifted education and promoting inclusive strategies that benefit all learners.
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Gifted Education International is a peer-reviewed (double-anonymised) journal that publishes cutting-edge research and provides in-depth support, valuable information, and expert guidance on every aspect of gifted education. Focusing on the holistic development of gifted children, the journal serves as an essential resource for a broad audience, including researchers, educators, parents, psychologists, administrators, and policymakers.
Aims of the Journal:
- To Publish Cutting-Edge Research: Gifted Education International aims to advance the field of gifted education by publishing the latest empirical studies, theoretical analyses, and innovative approaches. The journal fosters critical discussions on the evolving needs and best practices in educating gifted children.
- To Raise Awareness of the Unique Needs of Gifted Children: The journal strives to enhance understanding of the distinct cognitive, social, and emotional needs of gifted children, ensuring educators, parents, and other stakeholders are equipped to support their development in both academic and personal contexts.
- To Disseminate Best Practices in Identification and Assessment: The journal prioritizes the dissemination of effective assessment tools and procedures for identifying gifted children. Special emphasis is placed on:
- Under-achieving students who may not demonstrate their potential in traditional assessment methods.
- Students from multi-racial communities whose cultural and linguistic backgrounds may impact identification processes.
- Students from disadvantaged or deprived backgrounds who might be overlooked or underrepresented in gifted programs.
- To Feature the Development of Curriculum Extension Materials: The journal highlights the development of innovative curriculum extension materials designed to challenge and engage gifted learners. Reviews and resource guides on curriculum development help educators access and utilize high-quality educational materials to support gifted students.
- To Report on Best Practices and Successful Programs: The journal provides a platform for sharing case studies and examples of effective gifted education programs across schools and educational institutions. These reports aim to inspire and inform educators by showcasing successful strategies, interventions, and pedagogical approaches.
- To Reflect National and International Perspectives: In an increasingly globalized world, Gifted Education International facilitates an exchange of ideas and insights from both national and international viewpoints. This cross-cultural exchange enriches the discourse on gifted education, fostering a broader understanding of the diverse educational contexts and approaches around the world.
- To Provide Guidance and Resources for Teachers and Parents: The journal is dedicated to offering practical resources and advice to educators and parents. Information on professional development opportunities, courses, training programs, and activities designed for both teachers and gifted children is an integral part of the journal’s offerings.
Scope of the Journal:
The scope of Gifted Education International encompasses a wide array of topics related to the education of gifted children, focusing on providing practical, evidence-based solutions to the challenges gifted students, their families, and educators face. Key areas of focus include:
- Educational Strategies for Identifying and Supporting Gifted Students: The journal explores effective methods for identifying giftedness in various educational contexts and strategies for supporting the intellectual, social, and emotional development of gifted children.
- Curriculum Development for Gifted Learners: The journal covers the design and implementation of specialized curriculum materials and programs that enrich and challenge gifted learners and help cultivate their talents and potential.
- Assessment Tools and Techniques: The journal features in-depth discussions on assessing giftedness, including tools and techniques for identifying gifted children across diverse populations and in different educational settings.
- Social, Emotional, and Psychological Aspects of Giftedness: Gifted Education International delves into the emotional and psychological dimensions of giftedness, examining topics such as underachievement, social integration, mental health, and the emotional needs of gifted children.
- Case Studies and Reports on Successful Interventions: The journal presents case studies of successful interventions and programs aimed at improving the educational experiences of gifted children. These reports offer valuable insights and practical recommendations for educators and schools.
- International Perspectives on Gifted Education: The journal features articles and research that reflect diverse national and international approaches to gifted education, policies, and practices, fostering a global perspective on the field.
Gifted Education International is committed to providing a practical, solution-oriented approach that ensures its content is accessible, relevant, and useful for a broad audience of educators, parents, administrators, and policymakers. The journal emphasizes actionable insights that can be implemented in classrooms, schools, and homes to support gifted children and nurture their growth and development.
Editor in Chief
| Ugur Sak | Anadolu University, Turkey |
Founding Editor (1982-2016)
| Belle Wallace | TASC International, UK |
Past Editor (2016-2020)
| Michael Shaughnessy | Eastern New Mexico University, USA |
Social Media Editor
| Bilge Bal Sezerel | Anadolu University, Turkey |
Editorial Assistant
| Arda Atakaya | Anadolu University, Turkey |
| Gamze Kayacan | Anadolu University, Turkey |
| N. Ece Unal | Anadolu University, Turkey |
Advisory Board
| Seokhee Cho | St. John's University, USA |
| Tracy L. Cross | University of Louisiana at Lafayette, USA |
| Gillian Eriksson | University of Central Florida, USA |
| Marie Huxtable | University of Cumbria, UK |
| James C. Kaufman | University of Connecticut, USA |
| Todd Lubart | Paris Descartes University, France |
| C. June Maker | Department of Disability and Psychoeducational Studies, University of Arizona, USA |
| Kobus Maree | University of Pretoria, South Africa |
| Steven I. Pfeiffer | Florida State University, USA |
| Sally Reis | University of Connecticut, USA |
| Joseph S. Renzulli | University of Connecticut, USA |
| Andrzej Sekowski | JP II Catholic University of Lublin, Poland |
| John Senior | Independent Consultant, UK |
| Michael Shaughnessy | Eastern New Mexico University, USA |
| Bruce M. Shore | McGill University, Canada |
| Dorothy Sisk | Lamar University, USA |
| Robert J. Sternberg | Cornell University, USA |
| Belle Wallace | TASC International, UK |
| Jack Whitehead | University of Cumbria, UK |
| Frank C. Worrell | University of California, Berkeley, USA |
International Editorial Board
| Selcuk Acar | University of North Texas, USA |
| Doehee Ahn | Chung-Ang University, South Korea |
| Yavuz Akbulut | Anadolu University, Turkey |
| Anies Al-Hroub | American University of Beirut, Lebanon |
| M. Bahadir Ayas | Anadolu University, Turkey |
| Kadir Bahar | University of Georgia, USA |
| Julie Ballantyne | University of Queensland, Australia |
| Tanja Gabriele Baudson | Mensa Germany, Germany |
| Sebastian C. Bergold | TU Dortmund University, Germany |
| Kevin D. Besnoy | University of Alabama, USA |
| Sheyla Blumen | Pontificia Universidad Católica del Perú, Peru |
| Carol A. Carman | University of Houston, USA |
| Hanna David | Tel Aviv University, Israel |
| Ophélie Desmet | Ball State University, USA |
| Salaheldin Farah Bakhiet | King Saud University, Saudi Arabia |
| Carmen Ferrandiz Garcia | University of Murcia, Spain |
| Mercedes Ferrando Prieto | University of Murcia, Spain |
| Denise Fleith | University of Brasilia, Brasil |
| Megan Foley Nicpon | University of Iowa, USA |
| Marcin Gierczyk | University of Silesia in Katowice, Poland |
| Vlad Glaveanu | Dublin City University, Ireland |
| Peter Gouzouasis | University of British Columbia, Canada |
| Igor Grossmann | University of Waterloo, Canada |
| Sule Gucyeter | Usak University, Turkey |
| Eva Gyarmathy | Hungarian Academy of Sciences, Hungary |
| Ahmed Hemdan | United Arab Emirates University, UAE |
| Daniel Hernández-Torrano | Nazarbayev University, Kazakhstan |
| Jaret Hodges | University of North Texas, USA |
| Weiping Hu | Shaanxi Normal University, China |
| Marcia B. Imbeau | University of Arkansas, USA |
| Chee Keng John Wang | Nanyang Technological University, Singapore |
| Jennifer L. Jolly | University of Alabama, USA |
| Jae Yup Jared Jung | The University of New South Wales, Australia |
| Maciej Karwowski | University of Wroclaw, Poland |
| Fatih Kaya | Istanbul Kultur University, Turkey |
| Todd Kettler | Baylor University, USA |
| Immaculate Kizito Namukasa | Western University, Canada |
| Leonie Kronborg | Monash University, Australia |
| Yi-Lung Kuo | BNU-HKBU United International College, China |
| C. Owen Lo | University of British Columbia, Canada |
| Guadalupe López-Íñiguez | University of the Arts Helsinki, Finland |
| Eric Mann | Hope College, USA |
| Omar Muammar | Imam Abdulrahman bin Faisal University, Saudi Arabia |
| Rachel U. Mun | University of North Texas, USA |
| Ut Na Sio | University of Sheffield, UK |
| F. Richard Olenchak | Purdue University, USA |
| Roland S. Persson | Jönköping University, Sweden |
| Margaret Plunkett | Federation University Australia, Australia |
| David D. Preiss | Pontificia Universidad Católica de Chile, Chile |
| Meihua Qian | Clemson University, USA |
| Matthew R. Reynolds | University of Kansas, USA |
| Hugo Sarmento | University of Coimbra, Portugal |
| Elizabeth Shaunessy-Dedrick | University of South Florida, USA |
| Bharath Sriraman | University of Montana, USA |
| Sema Tan | Sinop University, Turkey |
| Michelle Frazier Trotman Scott | University of West Georgia, USA |
| Dmitry Ushakov | Moscow University of Psychology and Education, Russia |
| Miriam Vock | Universität Potsdam, Germany |
| Mantak Yuen | University of Hong Kong, Hong Kong |
| David Yun Dai | State University of New York, USA |
| Moshe Zeidner | University of Haifa, Israel |
Manuscript submission guidelines can be accessed on Sage Journals.