Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations.

The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental design intervention. Teachers in the experimental condition participated in professional learning opportunities featuring curriculum materials, lessons, and activities highlighting support for students identified as 2e or from CLED populations. Teachers in the control condition received no intervention.