[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594269-105":59,"doc-detail-594269-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","professional-development-in-gifted-education-a-systematic-literature-review","Professional Development in Gifted Education - A Systematic Literature Review","","This systematic literature review examines the importance of professional development (PD) for educators working with gifted students. Results emphasize that PD can strengthen teacher knowledge, skills, efficacy, and ultimately student outcomes, particularly in heterogeneously grouped classrooms with diverse student needs and limited pre-service gifted education training. Key themes include PD evaluation, teacher perceptions, and pedagogical practices, with recommendations for evidence-based, sustained, collaborative programs supported by mentoring, plus school leadership resources and differentiated, project/problem-based learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-development-in-gifted-education-a-systematic-literature-review/594269/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-development-in-gifted-education-a-systematic-literature-review/594269.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the systematic literature review?","Question",{"text":112,"@type":113},"The review focuses on the importance of professional development (PD) for educators working with gifted students and how it affects teacher and student outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key themes did the review identify?",{"text":117,"@type":113},"The review highlights themes such as PD evaluation, teacher perceptions, and pedagogical practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What characteristics do effective PD programs have, according to the findings?",{"text":121,"@type":113},"Effective PD programs enhance knowledge and classroom practice, rely on evidence, consider both teacher and student outcomes, are sustained over time, and include collaborative activities with ongoing mentoring support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594269,1792160905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Professional Development in Gifted Education: A Systematic Literature  \nReview  \nGeraldine Townend  \nUniversity of New South Wales  \nJennifer L Jolly  \nUniversity of Alabama, USA  \nUniversity of New South Wales  \nAdrian Chew  \nUniversity of New South Wales  \nAbstract: This systematic literature review explored the importance ofprofessional development (PD) for educators working with gifted students. Findings highlighted the need for PD to improve teacher knowledge, skills, efficacy, and student outcomes, especially considering the heterogeneously grouped classrooms, unique student needs, and lack ofpre-service gifted education training for most teachers. The review identified key themes including PD evaluation, teacher perceptions, and pedagogical practices. The findings suggested that effective PD programs should (a) enhance knowledge and classroom practice,(b) be evidence-based,(c) consider both teacher and student outcomes,(d) be of sustained duration, and (e)  \ninclude collaborative activities with ongoing mentoring support.  \nEqually important was school leadership support such as the  \ndevelopment ofpolicies and allocation ofresources (e.g., time).  \nRecommendations include PD focused on the use of  \nproject/problem-based learning, quality differentiation, and consideration of the context in which the PD is delivered. Overall, this literature review underscores the importance of ongoing PDfor educators working with gifted students and the need for additional empirical research focused on changing teacher practices and  \nimpact on student outcomes.  \nKeywords: gifted education, professional development, professional  \nlearning, teacher attitudes, differentiation, teacher efficacy  \nIntroduction  \nProfessional development (PD) or professional learning (PL) 1 leads to educators’extension of knowledge and skills, achievement of personal career goals, gaining of professional accreditation, and fulfillment of additional professional responsibilities (e.g. Bragg et al., 2021; Krill, 2020) with the underlying expectation that PD leads to improved student outcomes (e.g. Darling-Hammond et al., 2017) . As such, millions of PD hours are undertaken annually by educators and school leaders (Peters & Jolly, 2018) .  \nCalls for teachers to participate in gifted education PD to address gifted students’needs appear throughout gifted education standards, literature (e.g., Gubbins & Hayden, 2020), grant funding requirements, and educational policy. For example, Standard 6 in the (U.S.) National Association for Gifted Children (NAGC)/Council for Exceptional Children (CEC) Teacher Preparation Standards in Gifted Education (2013), the (U.S.) PreK-12 Gifted Programming Standards (2019) and the New South Wales (Australia) High Potential and Gifted Education Policy (2019) explicitly addresses PL as an essential component for continued professional growth for educators working with gifted and talented students. The NAGC also published a three volume book series devoted to PL and teacher preparation in gifted education, which offered methods and strategies across special populations and content areas (see Novak & Webster, 2018) . The U.S. Department of Education Jacob K. Javits Gifted and Talented Students Education grant program also often includes projects with PL elements.  \nPolicy and legislation also support teachers and administrators to pursue additional PD. For example, the 2015 U.S. Every Students Succeeds Act Title II PD funds are spent for the benefit of all students, including gifted students. In Australia, whilst there are a diverse range and level of implementation of policies and practices implemented at state level, the New South Wales High Potential and Gifted Education 2021 policy statement 1.6 uniquely states that school leaders and teachers must engage with PL “to enhance planning and implementation of quality learning opportunities for high potential and gifted students”(p. 3) . Therefore, there is a shared understanding that ","cbCaiiFbFCBOOv0w","https://ap.wps.com/l/cbCaiiFbFCBOOv0w","pdf",455535,29,"English","# Introduction\n## The Need for Gifted Education PL","[{\"question\":\"What is the main focus of the systematic literature review?\",\"answer\":\"The review focuses on the importance of professional development (PD) for educators working with gifted students and how it affects teacher and student outcomes.\"},{\"question\":\"What key themes did the review identify?\",\"answer\":\"The review highlights themes such as PD evaluation, teacher perceptions, and pedagogical practices.\"},{\"question\":\"What characteristics do effective PD programs have, according to the findings?\",\"answer\":\"Effective PD programs enhance knowledge and classroom practice, rely on evidence, consider both teacher and student outcomes, are sustained over time, and include collaborative activities with ongoing mentoring support.\"}]","Professional Development in Gifted Education - A Systematic Literature Review | PDF",1792078838,73]