Conceptions of Giftedness and Gifted Education: A Q-Sort Approach

Abstract

Gifted education continues to wrestle with fragmented priorities rooted in differing paradigms. This study used a Q-sort methodology to examine the subjective interests of 66 professionals in the field. Participants sorted 71 items representing key issues, revealing three distinct viewpoints: (a) optimizing equity in advanced academics, (b) supporting the social-emotional needs of the gifted learner or whole child, and (c) instructional practices for developing students’ talents and creativity. These components reflected alignment with Dai and Chen’s paradigms—Differentiation, Gifted Child, and Talent Development—but also illustrated evolving priorities, particularly regarding equity. Participants endorsed system-level changes for expanding access, supporting diverse forms of potential, and challenging traditional assumptions about giftedness. Demographic analyses and open-ended responses showed how participants’ roles and identities shaped their beliefs. Although long-standing divides remain, the findings revealed areas of convergence—especially around personalization and equitable talent development—that may support a more inclusive and dynamic vision for the field.