Erin Morris Miller

Describes how the development of children with superior cognitive abilities is similar and different from that of typically developing children, and shares applications for parents and teachers.

Evaluates the discourse on Twitter regarding gifted education. Results suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.

Helps readers understand the physical, social, and cognitive development of high ability children. Applies core principles of psychology to the development of gifted and talented children to provide readers with a strong foundation for supporting and developing advanced learners.

Presents a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. Emphasizes the importance of addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student.

Describes the major findings from neuroscience research that can be applied to understanding exceptional cognitive development. Focuses on discriminating between neuromyths and those findings that can be empirically supported by research.

Reviews the field’s current research practices and discusses how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Introduces five large-scale collaborative research models that are being used in other fields and discusses the potential challenges and limitations to implementing collaborative research models in gifted education.

Discusses how to improve engagement and success in statistics courses for psychology majors. Suggests using Robert Sternberg’s theory of triarchic intelligence as a framework for organizing instruction and tapping multiple areas of cognitive ability.

Evaluates the effect of the nomination stage on the overall efficacy of a gifted identification system. Results show that in nearly all conditions, identification systems that require a nomination before testing result in a large proportion of gifted students being missed. Emphasizes the importance of reforming the process to better serve gifted students and maintain the integrity of gifted education services.

Addresses definitions of engendering, creativity as a social construction, issues of gender, and the tension between traditional and nontraditional models of achievement. Explores engendering across three realms: the self as creative object; the home and family; and the greater society.

Investigates teachers’ theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. Finds that teachers focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories.