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Library
Finding excellent resources that help educate our families and provide more insight into our children is key. In the sea of the internet, it is hard to find good resources. BRIGHTLinks has poured over information from different sources and wanted to create our own collection of the best. Here in our library, you will find links to:
Articles and Research
Welcome to our BRIGHTLinks library of articles. Feel free to browse the gallery and then select the article that you wish to read.
 INEQUITY IN EQUITY: How "Equity" Can Lead to Inequity for High-Potential Students Camilla Persson BeIn this article we provide recommendations for creating positive change—recommendations that emphasize excellence for all, that call for responsiveness to individual differences, and that suggest basing educational policies on well-grounded research findings in psychology and education. Educational policies that fail to take into account the vast range of individual differences among students—as do many that are currently in use—are doomed to be ineffective. |  Gifted Friendships: Age Mate Vs. True PeerAs a parent of a highly gifted child, have you ever felt like you were talking to a mini adult? Many gifted students tend to grasp advanced concepts, participate in conversations well beyond their years, and hit developmental milestones early on. Their advanced abilities can apply to their social development just as much as they apply to their intellectual development. |  "Play Partner" or "Sure Shelter"? Why gifted children prefer older friends.. by Miraca U.M. GrossThe need for friendship and, even more, for emotional intimacy, is a driving force in both children and adults. This presentation explores the nature of friendship as it is conceived by primary school students and young adolescents, and how perceptions and expectations of friendship differ among children at different age levels, at different levels of ability, and between boys and girls. |
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 Social Issues and Asynchronous Kids by Cait CurleyThis was our normal, and it was only when we were out in public that we would realize it was not normal for everyone else. Our little guy’s big vocabulary and fund of knowledge would draw stares and spark awkward conversations. |  Gifted Adults & Second Childhoods: Revisiting Essential Stages of DevelopmentGrowing up without knowing we're gifted can be like growing up in a distorted mirror. For many gifted adults, learning about their giftedness brings them back to a "second childhood" in which they can rediscover themselves in more authentic ways. They can develop socially & personally in ways they weren't able in their "first childhood". In this article, InterGifted founder Jennifer Harvey Sallin explores how we can best navigate the essential developmental stages of our "2nd (gifted) childhood" |  What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses Saiying Steenbergen-Hu Northwestern University Matthew C. Makel Duke University Paula Olszewski-Kubilius Northwestern University Review of Educational Research December 2016, Vol. 86, No. 4, pp. 849 –899 |
 IGC Research Education Sciences ArticlePrevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents: A Mixed-Methods Study of Development and Developmental Potential |  Describing the Status of Programs for the Gifted: A Call for Action Carolyn M. Callahan1, Tonya R. MUsing three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. |  IGC Research ArticleHow Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? A Literature Review of the Psychological Development of Highly- Profoundly Gifted Individuals and Overexcitabilities. Vol 4, Issue 1. pp 143-165 |
 The gifted child's rocky path to adulthood... and how you can helpThe gifted child's rocky path to adulthood... and how you can help. Dr. Gail Post July 27, 2023 The transition to adulthood is complicated for most of us. But gifted or twice-exceptional children bring additional challenges to the table that create some unexpected difficulties. |  Contested Knowledge: A Critical Review of the Concept of Differentiation in Teaching and Learning 20This paper suggests that, for differentiation to be successful, teachers should make accommodation for learners’ varied levels, needs and backgrounds. Moreover, this paper highlights the need for more research-led strategies aimed at closing the attainment gap among learners, particularly where differentiation fails to challenge existing learning paradigms. |  Social Development in the GiftedLinda Silverman discusses Socialization vs. Social Development in Gifted. Socialization means adapting to the needs of the group, whereas social development indicates positive self-concept and concern for the welfare of others. The former may result in alienation from one's inner self, while the latter leads to self-actualization. |
 Where can I find a friend?Where can I find a friend? How asynchronous development affects relationships |  Asynchronous DevelopmentAsynchronous development is the hallmark of giftedness and in a very real sense, as gifted children mature they “grow into” their intellect and become more balanced, more normal. The more extreme the intellectual advancement is; the more extreme is the asynchrony. |  Factors in the Social Adjustment and Social Acceptability of Extremely Gifted Children By Miraca U.MThe results of this study suggest that whereas ability grouping with age-peers, or a moderate degree of acceleration, or a combination of these and other intervention procedures, may be an appropriate response to the academic and social needs of moderately gifted students, they are not adequate to the needs of the exceptionally and profoundly gifted. |
 Developmental Phases of Social Development By Linda K. Silverman.When parents and teachers understand the implications of the differentness inherent in being gifted, they can create conditions that will support the child’s positive social and emotional growth. The first step is to realize the inextricable link between social and cognitive development… If the child also makes the discovery that communication with classmates is difficult, and that others do not share his/her vocabulary, skills, or interests, peer interactions may prove limited and unsatisfactor |  Why Canned Social-Emotional Skill Programs in Schools Can Harm Gifted Students More Than Help Them BFull Title: Danger in a Can: Why Canned Social-Emotional Skill Programs in Schools Can Harm Gifted Students More |  Highly gifted children and peersResearch on social adjustment and development of highly gifted children suggests that the more highly gifted the child, the more likely there will be less than optimal social and emotional adjustment (Butks, Jensen & Terman, 1930; Gallagher, 1958; Gross, 1993; Hollingworth, 1931; Janos & Robinson, 1985). Gross (1993) found that the majority of these children (over IQ 160) tended to internalize problems. |
 Gifted and ignored: The smart kids who can’t afford to succeedHow money, disadvantage and resources risk holding back our brightest students |  Do programs for advanced learners work? Jonathan Plucker 6.24.2020Advanced learning programs are effective, and we have reams of research to support that conclusion. Do we have high-quality, gold-standard, replicated research supporting every possible intervention? Of course not. Show me a field that does. For example, we’ve spent billions to study how to help students learn to read, yet we still have a very wide range of opinions on how to do one of the most foundational tasks in all of education. |  Giftedness and gifted education: A systematic literature reviewGiftedness and gifted education: A systematic literature review SYSTEMATIC REVIEW article Front. Educ., 11 January 2023 Sec. Special Educational Needs Volume 7 - 2022 | https://doi.org/10.3389/feduc.2022.1073007 |
 What are identified research-based instructional best practices (pedagogical and curricular methods,Literature Review – The Million Dollar Question! What are identified research-based instructional best practices (pedagogical and curricular methods, differentiation techniques, ability grouping practices, personalized learning solutions) to ensure advanced learners are challenged, engaged in learning, and achieving strong academic growth? Sakhavat Mammodov, Ph.D. Nancy B. Hertzog, Ph.D. University of Washington The Halbert and Nancy Robinson Center for Young Scholars October, 2017 |  The evidence base for advanced learning programs Jonathan A. Plucker and Carolyn M. Callahan NovemThe evidence base for advanced learning programs Jonathan A. Plucker and Carolyn M. Callahan November 23, 2020 Research shows that talent development and gifted education are effective, but more research is needed into how well they work for specific populations of students. |  Grappling With the Effects of Attachment A Gifted model for DE imageAlthough the consequences of insecure attachment may well have an impact on various aspects of their lives, including on their level of achievement, there is a dearth of research on the connection between giftedness and attachment... More recently, an article raised the possibility that these problems may instead stem from adverse early social and emotional environments, which can be assessed through attachment patterns. |
 Academic Acceleration in Gifted Youth and Fruitless Concerns Regarding Psychological Well-Being: A 3Academic Acceleration in Gifted Youth and Fruitless Concerns Regarding Psychological Well-Being: A 35-Year Longitudinal Study Brian O. Bernstein, David Lubinski, and Camilla P. Benbow Vanderbilt University Academic acceleration of intellectually precocious youth is believed to harm overall psychological well-being even though short-term studies do not support this belief. Here we examine the long-term effects. |  Science DirectConsequences of Risk Factors in the Development of Gifted Children |  The future of intelligence research and gifted educationThe future of intelligence research and gifted education Johnathan Wai and Frank C.Worrell Intelligence Volume 87, July–August 2021, 101546 |
 Genius-Material-logo_editedOn a summer day in 1968, professor Julian Stanley met a brilliant but bored12-year-old named Joseph Bates. The Baltimore student was so far ahead of his classmates in mathematics that his parents had arranged for him to take a computer-science course at Johns Hopkins University, where Stanley taught. Even that wasn’t enough. |  School from HomeIn the future, when we look back at these years, we will see that our lives are divided as before and after Corona. The novel coronavirus pandemic is a turning point. Perhaps the most important lesson we are learning is that we are a part of a bigger picture: the impacts of the pandemic are being felt throughout the world, despite the differences among nations and geographies. We are actively working on setting up home offices, home schools, and spending more time with our households. |  What Does Smart Even Mean?Recently I’ve become a bit obsessed with the word “smart” in schools. And I think we have a problem. I don’t know when it happens, but students learn that some kids at school are “smart.” Everyone knows who the “smart” kids are. Survey your students and they’d probably name the same few kids. “Smart” is extremely common praise at school. |
 6 Outrageous Myths about Gifted ChildrenIt seems like a scene from The Twilight Zone. But for gifted children and their families, it’s an all too common occurrence. Like the students I encountered when I taught Honors 9, gifted children are subject to a variety of myths with catastrophic consequences. It’s up to us – their parents and their educators – to advocate for the truth. |  Got a Reluctant Gifted Learner?Got a reluctant gifted learner? Gifted and high achieving aren't always the same thing. |  Stuck in Another DimensionStuck in Another Dimension: The Exceptionally Gifted Child in School By Stephanie S. Tolan |
 8th Graders taking AP Calc?The Washington Post reports a success story titled, Why are So Many 8th Graders taking AP Calculus at this School District? |  Are Gifted Teens at Greater Risk?Social support can be very effective in reducing the risk of drug abuse or alcoholism. No matter how intelligent these kids are, they still need moral and social guidance to fully develop confidence, self-esteem, and positive values. |  A Nation DeceivedA Nation Deceived highlights disparities between the research on acceleration and the educational beliefs and practices that often run contrary to the research. |
 A Nation EmpoweredA Nation Empowered provides an update to the watershed work initiated by A Nation Deceived: How Schools Hold Back America’s Brightest Students. |  The Power of a TribeIn-Sync: The Power of a Tribe-A Perspective on Giftedness |  Don't Fall Into the Calculus TrapDon't Fall into the Calculus Trap |
 Is Everyone Gifted?Michael Clay Thompson answers: Is Everyone Gifted? |  Tiger Mom MisconceptionsTiger Mom Misconceptions at Profoundly Gifted Parenting |  Set up to Fail?Why Getting 100% on Everything is Setting Up Gifted Students to Fail |
 The Underachievement of GiftedThe underachievement of gifted students: What do we know and where do we go? |  Gifted Kids Need Attention, tooWe would like to propose an alternative solution: promoting a better understanding of what gifted means for all educators. Gifted students need and deserve a challenging education that helps them rise to their potential, just like all students. |  The "Me" Behind the MaskThe "Me" Behind the Mask: Intellectually Gifted Students and the Search for Identity |
 Strengths Based TR ProgramResearch is quite clear that developing abilities related to experiencing positive emotion, as well as knowing, using, and cultivating one’s individual and environmental strengths and resources, are directly linked to in-creased well-being (Fredrickson & Joiner, 2002; Linley, 2008; Linley & Biswas-Die-ner, 2010; Lyubomirsky, 2008; Seligman, 2002, 2011; Wood, Linley, Maltby, Kash-dan, & Hurling, 2011) |
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