Section I Socio-cultural conceptions
1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD
2 Being of like-mind: Giftedness in the New Zealand context
3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis
4 Gifted children at the south of the world: Chilean students' experiences within regular classroom
5 Gifted education, talent development and high ability in Mexico
6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country
7 Creativity development: Trends and challenges among selected Asian countries
8 Spirituality and giftedness: Independent or interdependent?
Section II Social and emotional learning and needs
9 Dabrowski's theory of positive disintegration: More than overexcitability
10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students
11 Supporting the social emotional learning of gifted Australian children
12 Fostering resilience in 'At-risk' gifted and talented young people
13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies
Section III Diversity in giftedness and talent
14 Identification of gifted students: A developmental process for underrepresented students
15 Perceptions of academically gifted English langauge learners
16 Multi-processes in identification for the gifted and talented
17 Identification and curricular place-based adaptations for gifted students in rural communities
18 Understandings of twice exceptionality across Australia
19 Creativity talent development: Learning from the experiences of creatively gifted students
20 Underachiever or selective consumer? A new look at an old topic
21 No ... Maybe ... Yes, but just for myself: Building identity in highly-able/gifted women
22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea
23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer
24 Identifying gifted learning in the regular classroom: Seeking intuitive theories
Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations
25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?
26 Inquiry learning: Challenging the gifted to be knowledge producers
27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis
28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual
29 Differentiation: 'How' versus 'What'
30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students
31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program
32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design
33 How do teachers meet the academic needs of high-ability students' in Science
34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students
35 Differentiated instruction strategies in English language teaching for gifted students
36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning
37 Research on teacher use of differentiation: What conditions support success
Section V Talent development, creativity, and other dimensions of gifted education
38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school
39 How does gifted education foster students' creativity in Korea?
40 Giftedness: The fourth dimension
The ethical nature of the gifted individual
41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media
41 Growing teacher talent scouts: A model for teacher growth based on talent development
Section VI Educational contexts and developmental transitions
42 Research on and education of migrant supernormal children in Mainland China
43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century
44 Superkids 2: Contemproary reflections on gifted education
45 Gifted and talented education in an inclusive environment
46 Lifting leadership minds for gifted adolescents
47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students
48 Highly able students in international schools
49 The gifted student in the higher educational context
50 The choice of career: Gifted students
51 Transitioning to career: Talented musician's identity development
Section VII Community-engagement and partnerships
51 Counseling provision to support talent development among Malaysian gifted learners
52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage
53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings
54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015
55 Addressing giftedness at the pre-service teacher level: Rewards and challenges
56 Mentor's perspectives on fostering the development of scientific talent