Identification of gifted and talented students.

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A multidisciplinary review into the definition, operationalization, and measurement of talent (2014, background): “The emphasis thus lies on the identification of those individuals who perform significantly better than others of the same age or experience due to the presence of rare talents (Brown et al., 2005; Heller, 2004; Mayer, 2005; Sternberg & Davidson, 2005).”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, methodology): “Researchers have brought to attention the importance of early identification of gifted children, especially concerning the children’s cognitive, motivational, and social–emotional development (Heller & Hany, 2004; Perleth, Schatz, & Mönks, 2000; Shaklee, 1992).”
The Psychological Well-Being of Early Identified Gifted Children (2016, methodology): “The first indicator was a teacher nomination, for which teachers were asked to consider logical/analytic thinking, abstract thinking, mathematical thinking, scientific/technical thinking, language skills, learning ability, power of deduction/combination, broad knowledge, and special knowledge of a d”