In recent years, the field of gifted, creative, and talented (GCT) education has focused on research-based best practices as the scaffold to describe program service provision. In general, this has led to a change in program paradigm—from schools and school districts supporting a “program” for GCT learners to the provision of multiple services addressing complex and diverse needs of these learners. Just as no two GCT children will possess the same academic, social, and emotional needs, so also will there be little possibility that a single program provision will serve GCT needs.

In 2007, Karen B. Rogers synthesized research on the multiple components that constitute program services and concluded that program components include the research on (a) instructional management systems for organizing the learners for the ...

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