GIFTED PRAXIS CERTIFICATION II
COMPREHENSIVE STUDY SHEET 2026 SOLVED
QUESTIONS PREMIUM BUNDLE
◉ dropout gifted students.
Answer: gifted students who typically deal with anger; they have
experienced long-term failure of the system to meet their needs, so
they deal with resentment, bitterness, and low self-esteem
◉ successful gifted students.
Answer: gifted students (about 90%) who have learned which
behaviors adults prefer; typically achieve high scores on IQ tests,
crave adults' approval, are socially well-adjusted, and are often
bored with the regular curriculum
◉ underground gifted students.
Answer: gifted students (typically girls) who hide their gifts or deny
them to fit into a group
◉ double-labeled gifted students.
Answer: gifted students with both giftedness and physical,
emotional, or learning disabilities (schools can frequently overlook
these students because they can have poor organizational skills,
,problems with memory, difficulties with reading, poor handwriting,
etc.)
◉ autonomous learners.
Answer: learners with strong internalized self-concepts; they create
new opportunities to meet their own needs, are self-directed and
independent, accept themselves fully, and take risks; they exhibit a
strong sense of self-efficacy and personal power
◉ uneven (asynchronous) development.
Answer: when a student's intellectual development precedes
his/her emotional, physical, and/or social development
◉ Jean Piaget.
Answer: Swiss psychologist who pioneered the study of cognitive
development in children; said gifted students display advanced
moral reasoning
◉ Lawrence Kohlberg.
Answer: Famous for his theory of moral development in children;
made use of moral dilemmas in assessment; said gifted students
display advanced moral reasoning
◉ Kasimierz Dabrowski.
,Answer: Polish psychologist and psychiatrist who proposed
intensities he termed "overexcitabilites" or "supersensitivities"
(psychomotor, sensual, emotional, intellectual, and imaginational) in
gifted children
◉ Jane Piirto.
Answer: she found that when compared to others with creative gifts,
artists are more impulsive and spontaneous and that writers tend
more toward nonconformity than do other creative types; musicians
tend to be more introverted; architects are not as flexible; engineers
and inventors were likely to be more well-adjusted overall
◉ effective teaching strategies for gifted students.
Answer: enrichment, work at higher grade levels, peer tutoring, 1:1
interaction, special projects, problem-based learning, real-word
scenarios or experiences
◉ creativity.
Answer: most associated with the traits of autonomy, introversion,
and openness to experience
◉ The National Research Center on Gifted and Talented (NRC/GT).
Answer: a federal organization that seeks to find out "what works in
gifted education"; researchers focus on three areas: (1) developing a
solid system of identification; (2) with students identified as gifted,
, analyzing the effects of certain units of reading and math curricula;
and (3) measuring student outcomes using standardized
achievement tests
◉ quantitative research methods.
Answer: uses statistical procedures to measure or quantify
phenomena in giftedness and gifted education
◉ qualitative research methods.
Answer: does not use statistical procedures to measure or quantify
phenomena in giftedness and gifted education (instead, it is
interpretive in nature)
◉ grounded theory.
Answer: A type of qualitative research that examines the process of a
phenomenon and culminates in the generation of a theory (theory is
developed inductively)
◉ historical research.
Answer: a type of qualitative research where the researcher collects
data about past events and objectively evaluates these events to test
his/her hypotheses about their trends, causes, and/or effects
◉ content skills.
COMPREHENSIVE STUDY SHEET 2026 SOLVED
QUESTIONS PREMIUM BUNDLE
◉ dropout gifted students.
Answer: gifted students who typically deal with anger; they have
experienced long-term failure of the system to meet their needs, so
they deal with resentment, bitterness, and low self-esteem
◉ successful gifted students.
Answer: gifted students (about 90%) who have learned which
behaviors adults prefer; typically achieve high scores on IQ tests,
crave adults' approval, are socially well-adjusted, and are often
bored with the regular curriculum
◉ underground gifted students.
Answer: gifted students (typically girls) who hide their gifts or deny
them to fit into a group
◉ double-labeled gifted students.
Answer: gifted students with both giftedness and physical,
emotional, or learning disabilities (schools can frequently overlook
these students because they can have poor organizational skills,
,problems with memory, difficulties with reading, poor handwriting,
etc.)
◉ autonomous learners.
Answer: learners with strong internalized self-concepts; they create
new opportunities to meet their own needs, are self-directed and
independent, accept themselves fully, and take risks; they exhibit a
strong sense of self-efficacy and personal power
◉ uneven (asynchronous) development.
Answer: when a student's intellectual development precedes
his/her emotional, physical, and/or social development
◉ Jean Piaget.
Answer: Swiss psychologist who pioneered the study of cognitive
development in children; said gifted students display advanced
moral reasoning
◉ Lawrence Kohlberg.
Answer: Famous for his theory of moral development in children;
made use of moral dilemmas in assessment; said gifted students
display advanced moral reasoning
◉ Kasimierz Dabrowski.
,Answer: Polish psychologist and psychiatrist who proposed
intensities he termed "overexcitabilites" or "supersensitivities"
(psychomotor, sensual, emotional, intellectual, and imaginational) in
gifted children
◉ Jane Piirto.
Answer: she found that when compared to others with creative gifts,
artists are more impulsive and spontaneous and that writers tend
more toward nonconformity than do other creative types; musicians
tend to be more introverted; architects are not as flexible; engineers
and inventors were likely to be more well-adjusted overall
◉ effective teaching strategies for gifted students.
Answer: enrichment, work at higher grade levels, peer tutoring, 1:1
interaction, special projects, problem-based learning, real-word
scenarios or experiences
◉ creativity.
Answer: most associated with the traits of autonomy, introversion,
and openness to experience
◉ The National Research Center on Gifted and Talented (NRC/GT).
Answer: a federal organization that seeks to find out "what works in
gifted education"; researchers focus on three areas: (1) developing a
solid system of identification; (2) with students identified as gifted,
, analyzing the effects of certain units of reading and math curricula;
and (3) measuring student outcomes using standardized
achievement tests
◉ quantitative research methods.
Answer: uses statistical procedures to measure or quantify
phenomena in giftedness and gifted education
◉ qualitative research methods.
Answer: does not use statistical procedures to measure or quantify
phenomena in giftedness and gifted education (instead, it is
interpretive in nature)
◉ grounded theory.
Answer: A type of qualitative research that examines the process of a
phenomenon and culminates in the generation of a theory (theory is
developed inductively)
◉ historical research.
Answer: a type of qualitative research where the researcher collects
data about past events and objectively evaluates these events to test
his/her hypotheses about their trends, causes, and/or effects
◉ content skills.
