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It evaluates effectiveness across 20 project schools through six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support, and further assesses implementation in two schools using these components. 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H. Cheung  \nThe Chinese University of Hong Kong  \nAnna N. N. Hui  \nCity University of Hong Kong  \nAlan C. K. Cheung  \nThe Chinese University of Hong Kong  \nECNU Review of Education 2020, Vol. 3(4) 632–658 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120967447](DOI: 10.1177/2096531120967447)[ ](DOI: 10.1177/2096531120967447)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.  \nFindings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based  \nCorresponding author:  \nAlan C. K. Cheung, Department of Educational Administration and Policy, Jockey Club “Giftedness into Flourishing Talents”Project, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China.  \nEmail: [alancheung@cuhk.edu.hk](alancheung@cuhk.edu.hk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \neducational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support.  \nOriginality/Value: The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.  \nKeywords  \nEnriched and differentiated curricula, gifted education, giftedness, learner diversity, school-based curriculum, talent search and development  \nDate received: 7 April 2020; accepted: 25 September 2020  \nIntroduction  \nGifted students are characterized by exceptional learning abilities and aptitudes","cbCaimtnVACFFEWr","https://ap.wps.com/l/cbCaimtnVACFFEWr","pdf",188599,27,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Catering to learner diversity through differentiation","[{\"question\":\"What is the main purpose of Project GIFT in this study?\",\"answer\":\"The study explores Project GIFT’s contributions and effectiveness in supporting learner diversity by addressing educational and psychological needs of highly capable and gifted students in Hong Kong.\"},{\"question\":\"How was Project GIFT implemented and evaluated across schools?\",\"answer\":\"The project worked with 20 project schools and covered six developmental areas. The study further examined school-based gifted education implementation in two project schools using the same components.\"},{\"question\":\"What were the key findings about the impact of Project GIFT?\",\"answer\":\"Project GIFT played a significant role in promoting school-based gifted education, enhancing school development, professional development, curriculum development, student development, parent empowerment, and financial support, and improving diversity in learning.\"}]","Gifted Education in Hong Kong - A School-Based Support Program Catering to Learner Diversity | PDF",68]