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JEG Papers of the Year

The Journal for the Education of the Gifted (JEG) has published high-quality manuscripts for four decades. It is produced in a partnership between The Association for the Gifted (TAG) of the Council for Exceptional Children (CEC) and Sage Publications. In 2014, the TAG Board of Directors voted to award a JEG Paper of the Year.

The JEG Paper of the Year was selected from the previous year’s published manuscripts (within the same volume). TAG Board members provided nominations for consideration for the JEG Paper of the Year. After receiving the nominations, the JEG Editor-in-Chief and Managing Editor selected the top five nominations. The editors invited four reviewers from the overall JEG reviewer base to read each manuscript and evaluate it using a list of criteria created for the task. The JEG Paper of the Year was selected based on three criteria: relevance and contribution to the literature, timeliness and innovation, and research methodology.

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Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

  • Karen E. Rambo-Hernandez
  • Carla Brigandi
  • Syahrul Amin
  • Nancy Spillane

Abstract

This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers (n = 16) rated 282 first-...
Restricted accessResearch articleFirst published May 12, 2023
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Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas

  • Bich Thi Ngoc Tran M.A.
  • Jonathan Wai Ph.D.
  • Sarah McKenzie Ph.D.
  • Jonathan Mills Ph.D.
  • Dustin Seaton M.Ed.

Abstract

We examined the state of Arkansas, empirically testing how focusing on high-achieving students using state tests might expand the pool of gifted identified students. From a broader sample of 173,133 students, we compared the degree to which students who ...
Restricted accessResearch articleFirst published Mar 1, 2022
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Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers’ Differentiation Practices

  • Nielsen Pereira
  • Juliana Tay
  • Ophélie Desmet
  • Yukiko Maeda
  • Marcia Gentry

Abstract

We evaluated the psychometric properties of the Classroom Practices Survey–Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed ...
Restricted accessResearch articleFirst published Jan 5, 2021
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Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

  • E. Jean Gubbins
  • Del Siegle
  • Pamela M. Peters
  • Ashley Y. Carpenter
  • Rashea Hamilton
  • D. Betsy McCoach
  • Jeb S. Puryear
  • Susan Dulong Langley
  • Daniel Long

Abstract

The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 ...
Restricted accessResearch articleFirst published Sep 21, 2020
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Washington’s High-Ability Programs During the No Child Left Behind Era

  • Jaret Hodges
  • Kristen Lamb

Abstract

This study used historical data to find associations between changes in policies, funding, and accountability stemming from No Child Left Behind and the provision of services offered to students identified as gifted in the state of Washington. Descriptive ...
Restricted accessResearch articleFirst published Oct 9, 2019
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Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District: Implications for Gifted and Talented

  • William T. Allen, Jr.
  • Scott L. Hunsaker

Abstract

Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When ...
Restricted accessResearch articleFirst published Jul 13, 2016
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Children of Promise: Dr. James Gallagher’s Thoughts on Underrepresentation Within Gifted Education

  • Mary Ruth Coleman
  • Sneha Shah-Coltrane
Restricted accessResearch articleFirst published Feb 10, 2015
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Case Studies of Success: Supporting Academic Success for Students With High Potential From Ethnic Minority and Economically Disadvantaged Backgrounds

  • Carol Ann Tomlinson
  • Jane M. Jarvis

Abstract

The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the ...
Restricted accessResearch articleFirst published Jul 8, 2014
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Exploring Children’s Passion for Learning in Six Domains

  • Laurence J. Coleman
  • Aige Guo

Abstract

Passion for learning (PFL) in children is a phenomenon that is little understood. The experience of PFL was studied with phenomenological and qualitative modes of inquiry. Case studies of six domains (acting, reading, filmmaking, spelling, math, and ...
Restricted accessResearch articleFirst published Mar 20, 2013
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