this cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English, social studies, and second language were observed. the study showed that Singapore teachers demonstrated a higher level of effectiveness than american teachers in both general teacher behaviors and differentiation strategies. the level of instructional effectiveness appeared to be positively related to the number of years of teaching experience and training in differentiation practices for the gifted.

The use of technology can promote learning, higher-order thinking, deeper understanding, collaboration, and student engagement. But if unchecked and unfacilitated, online cyberbullying can become an impediment to learning and threaten young people’s sense of well-being. Cyberbullying is a type of youth aggression that teachers and parents must consider how to integrate technology for educational purposes and decrease online bullying scenarios with targeted instruction and strategies in an online culture. This article examines cyberbullying and relevant concerns to educating high-ability students. Motivation will be discussed with suggestions, resources, and considerations for working with high-ability young people in developing their social–emotional awareness and strategies for addressing bullying.

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