Although trained educators have mastered a set of knowledge, skills, and dispositions, continued professional development provides an opportunity to extend and refine them.
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Disability and giftedness are not separate from each other, but rather integrally connected.
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Passion-based learning has become a reality in many classrooms, and it is changing the role of both the teacher and student.
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This literature review examines what factors influence gifted students’ academic success in these programming options during their transition from secondary school to higher education.
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