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Gifted Child Quarterly

Gifted Child Quarterly

2016 Impact Factor: 1.372
2016 Ranking: 32/58 in Psychology, Educational | 15/38 in Education, Special
Source: 2016 Journal Citation Reports® (Clarivate Analytics, 2017)
The Official Journal of the National Association for Gifted Children

Jill L. Adelson University of Louisville, USA
Michael S. Matthews University of North Carolina at Charlotte, USA

eISSN: 19349041 | ISSN: 00169862 | Current volume: 61 | Current issue: 4 Frequency: Quarterly

Gifted Child Quarterly (GCQ) is the premier scholarly journal of the National Association for Gifted Children (NAGC). Since 1957, GCQ has published articles that offer research findings and new and creative insights about giftedness and talent development in the context of the school, the home, and the wider society.

GCQ publishes original scholarly reviews of literature as well as quantitative or qualitative research studies that explore the characteristics of gifted students, program models, curriculum and other areas of importance in understanding and maximizing the development and education of gifted students. The journal also publishes articles that explore policy and policy implications.

All issues of GCQ are available to browse online.

Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome.

Editorial Review Board
Cheryll M. Adams Ball State University, USA
Jill L. Adelson University of Louisville, USA
Don Ambrose Rider University, USA
Susan Assouline University of Iowa, USA
Camilla Benbow Vanderbilt University, USA
Lori Bland George Mason University, USA
Rachel Boren University of Virginia, USA
Catherine Brighton University of Virginia, USA
Linda E. Brody Johns Hopkins University, USA
Nina K. Buchanan University of Hawaii, USA
Carolyn Callahan University of Virginia, USA
David Chan Chinese University of Hong Kong, Hong Kong, China
Soekee Cho St John's University, New York
Pamela Clinkenbeard University of Wisconsin - Whitewater, USA
LeoNora M. Cohen Oregon State University, USA
Nicholas Colangelo University of Iowa, USA
Mary Ruth Coleman University of North Carolina, Chapel Hill, USA
Alicia Cotabish University of Central Arkansas, USA
Tracy Cross The College of William and Mary, USA
David Yun Dai University at Albany, State University of New York, USA
Jeff Danielian National Association for Gifted Children, USA
Felicia Dixon Ball State University, USA
David Feldman Tufts University, USA
Megan Foley-Nicpon The University of Iowa, USA
Donna Ford Vanderbilt University, USA
Reva Friedman-Nimz University of Kansas, USA
Françoys Gagné University of Quebec at Montreal, Canada
Marcia Gentry Purdue University, USA
Jeffrey Gilger University of California, Merced, USA
Tarek Grantham University of Georgia, USA
Elena L. Grigorenko Yale University, USA
Miraca U. M. Gross University of New South Wales, Australia
E. Jean Gubbins University of Connecticut, USA
Thomas Hebert University of South Carolina, USA
Kurt Heller University of Munich, Germany
Nancy Hertzog University of Washington, USA
Eunsook Hong University of Nevada, Las Vegas, USA
John C. Houtz Fordham University, USA
Francis Huang University of Missouri, USA
Scott Hunsaker Utah State University, USA
Linda Jarvin Tufts University, USA
Jane Mary Jarvis Flinders University, Australia
Susan Johnsen Baylor University, USA
Jennifer L. Jolly The University of Alabama, USA
Jae Yup Jared Jung The University of New South Wales, Australia
Lannie Kanevsky Simon Fraser University, Canada
Sandra N. Kaplan University of Southern California, USA
Michael W. Katzko Dutch Psychiatric Institute, Netherlands
Yung Che Kim Keimyung University, Korea
Penny Britton Kolloff Illinois State University, USA
Joni Lakin Auburn University, USA
David Lohman University of Iowa, USA
David Lubinski Vanderbilt University, USA
Ann Lupkowski Shoplik Carnegie Mellon University, USA
Matthew C. Makel Duke University, Durham, USA
C. June Maker University of Arizona, USA
Dona Matthews Psychoeducational Consultant, Toronto, Canada
Michael S. Matthews University of North Carolina at Charlotte, USA
Matthew McBee East Tennessee State University, USA
Ken McCluskey University of Winnipeg, Canada
Sal Mendaglio University of Calgary, Canada
J. Patrick Meyer University of Virginia, USA
Franz Monks Raboud University Nijmegen, Netherlands
Sidney M. Moon Purdue University, USA
Tonya R. Moon University of Virginia, USA
James L. Moore, III The Ohio State University, USA
Martha Jane Morelock Vanderbilt University School of Medicine, USA
Maureen Neihart National Institute of Education, Singapore
F. Richard Olenchak University of Houston, USA
Paula Olszewski-Kubilius Northwestern University, USA
Nielsen Pereira Purdue University, USA
Christoph Perleth University of Rostock, Germany
Kimberly Persiani-Becker California State University, Los Angeles, USA
Scott J. Peters University of Wisconsin, Whitewater, USA
Jean Peterson Purdue University, USA
Jonathan Plucker At-Large Member
Karen Rambo-Hernandez West Virginia University, USA
Sally Reis University of Connecticut, Storrs, USA
Joseph S. Renzulli University of Connecticut, Storrs, USA
Christopher Rhoads University of Connecticut, Storrs, USA
Jennifer Ritchotte University of Northern Colorado, USA
Ann Robinson University of Arkansas, Little Rock
Nancy Robinson Professor Emerita, University of Washington, USA
Karen Rogers University of St. Thomas, USA
Valija Cynthia Rose Virginia Tech University, USA
Lisa Rubenstein Ball State University, USA
Gail Ryser Texas State University, USA
James B. Schreiber Duquesne University, USA
Bruce M. Shore McGill University, Canada
Bharath Sriraman University of Montana, USA
Tamra Stambaugh Vanderbilt University, USA
Alane Starko Eastern Michigan University, USA
Heidrun Stoeger University of Regensburg, Germany
Rena Subotnik American Psychological Association, USA
Mary Ann Swiatek KidsPeace, USA
Carol Tieso College of William & Mary, USA
Kirsi A. Tirri University of Helsinki, Finland
Carol Ann Tomlinson University of Virginia, USA
Donald J. Treffinger Center for Creative Learning, Inc.
Christine Trinter University of Virginia, USA
Klaus Urban University of Hannover, Germany
Joyce L. VanTassel-Baska College of William & Mary, USA
Miriam Vock University of Potsdam, Germany
Russell T. Warne Utah Valley University
Rose Mary Webb Applachian State University, USA
Karen Westberg University of St. Thomas, USA
Joshua Wilson University of Delaware, USA
Frank C. Worrell University of California, Berkeley, USA
Echo Wu Hong Kong Institute of Education, Hong Kong
Nina Yssel Ball State University, USA
Albert Ziegler University of Ulm, Germany
Perry A. Zirkel Lehigh University, USA
National Association for Gifted Children—Board of Directors
George Betts President
Dina Brulles School/District Representative
Kimberley L. Chandler Network Representative
Tracy L. Cross Past President
Keri M. Guilbault Parent Representative
Brian C. Housand At-Large Member
M. Rene Islas Executive Director
Sally Krisel President-Elect
Joy Lawson Davis At-Large Member
Catherine Little Treasurer
Michael Matthews At-Large Member
James L. Moore, III President Appointment
Jonathan Plucker At-Large Member
Sylvia Rimm Treasurer
Michelle Swain State Representative
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  • As of May 1st, all newly submitted manuscripts will be reviewed by the incoming editorial team, Jill Adelson, University of Louisville, and Michael Matthews, University of North Carolina, Charlotte. All manuscripts submitted prior to May 1st, including revisions of those manuscripts, will be handled by Drs. Del Siegle and Betsy McCoach.

    Manuscripts should be submitted electronically at, where authors will be required to set up an online account in the SAGE Track system powered by ScholarOne. Submission of a manuscript implies a commitment by the author to publish in the journal, and the editors assume that any manuscript submitted to GCQ is not currently under consideration by any other journal. Specific questions or inquiries should be directed to Dr. D. Betsy McCoach, Editor, and Dr. Del Siegle, Editor, Gifted Child Quarterly at

    Manuscripts submitted through the SAGE Track system are reviewed for conformity to the submission guidelines. Once reviewed, the manuscripts are assigned to one of four members of the editorial staff to guide the manuscript through the peer review process. Each of the co-editors (D. Betsy McCoach and Del Siegle) and the two associate editors (Catherine Little and Gail Reyer) assume this associate editor role within the SAGE Track system to select external reviewers and use the external reviews to make publication recommendations regarding the manuscript. After reviewing the manuscript and the recommendation, the co-editors make the final publication decisions.

    Submission Guidelines

    Manuscripts are subjected to blind peer review. Authors are requested to prepare for blind review by submitting manuscripts accompanied by a separate cover sheet that lists the title of the manuscript, the names of the authors, the authors’ institutional affiliations, the mailing address, and the date the manuscript is submitted. The first page of the manuscript should contain the title but should omit the authors’ names and any other identifying information. In addition, all references that would identify the authors should be omitted within the manuscript. Reference citations for works by the authors should be included provided they do not reveal the authors’ identify for the current submission.

    All manuscripts submitted to Gifted Child Quarterly must adhere to the formatting guidelines provided in the 6th Edition of the American Psychological Association (APA) Publication Manual including in text citations, headings, tables, figures, and references should follow APA formatting.

    Gifted Child Quarterly requires the citation of direct quotes from surveys, focus groups, interviews, classroom observations, etc... within manuscripts reporting qualitative data. All citations for direct quotes should identify how and when the information was obtained. The following is an example of a citation of a direct quote taken from an individual interview: Individual interview, June 1, 2009. The editors of Gifted Child Quarterly feel it is important to provide a context for the direct quotes. By providing information regarding how the quote was obtained and the date in which it was obtained you are providing the readers with a conceptual background in which to place the information you are reporting.

    All manuscripts should be accompanied by an abstract of 100 to 150 words as well as 4 to 5 keywords. Manuscript pages, including reference lists, should be double-spaced and left justified.

    Figures should be camera ready (saved as JPG, TIFF, or EPS files; Microsoft Application Files are acceptable for vector [line] art). Tables and figures should be used to present information, which is also discussed in text. All tables and figures should be submitted as a separate document to the SAGE Track system.

    For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

    Submission Checklist

    · Blind Submission
    · Abstract (100 to 150 words)
    · APA Formatted
    · Double-spaced and left justified
    · Figures and Tables submitted as separate document
    · Figures camera ready

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

    Individual Subscription: All individual subscriptions are handled through the National Association for Gifted Children. For more information, visit

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